Public Hearing - January 29, 2025

                                                                       1

 1  BEFORE THE NEW YORK STATE SENATE FINANCE
    AND ASSEMBLY WAYS AND MEANS COMMITTEES
 2  ------------------------------------------------------
            JOINT LEGISLATIVE HEARING
 3             In the Matter of the
          2025-2026 EXECUTIVE BUDGET ON
 4      ELEMENTARY AND SECONDARY EDUCATION
    
 5  ------------------------------------------------------
    
 6                                Hearing Room B 
                                  Legislative Office Building
 7                                Albany, New York 
    
 8                                January 29, 2025
                                  9:35 a.m.
 9  
    
10  PRESIDING:
    
11           Senator Liz Krueger
             Chair, Senate Finance Committee
12  
             Assemblyman Michael Benedetto
13           Chair, Assembly Education Committee
    
14  PRESENT:
    
15           Senator Thomas F. O'Mara
             Senate Finance Committee (RM)
16  
             Assemblyman Edward P. Ra 
17           Assembly Ways & Means Committee (RM)
    
18           Senator Shelley B. Mayer
             Chair, Senate Education Committee 
19  
              William B. Magnarelli
20            Acting Chair, Assembly Education Committee
    
21           Assemblyman Robert C. Carroll 
             Chair, Assembly Committee on Libraries
22             and Education Technology
    
23            Senator Siela A. Bynoe 
              Chair, Senate Committee on Libraries
24  
    

                                                                   2

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3  PRESENT:  (Continued)
    
 4            Senator John Liu
              Chair, Senate Committee on New York City 
 5              Education
    
 6            Assemblyman Patrick J. Chludzinski
    
 7            Senator Robert Jackson
    
 8            Assemblyman Steven Otis
    
 9            Senator James Tedisco
    
10            Assemblywoman Jo Anne Simon
    
11            Assemblywoman Mary Beth Walsh
    
12            Senator Daniel G. Stec
    
13            Assemblywoman Chantel Jackson
    
14            Assemblywoman Marcela Mitaynes
    
15            Senator Roxanne J. Persaud
    
16            Assemblyman Doug Smith
    
17            Senator Cordell Cleare
    
18            Assemblyman William Conrad
    
19            Assemblyman Sam Pirozzolo
    
20            Senator Dean Murray
    
21            Assemblyman Manny De Los Santos
    
22            Senator Jabari Brisport
    
23            Assemblywoman Marianne Buttenschon
    
24            Assemblyman Al Taylor
    

                                                                   3

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3  PRESENT:  (Continued)
    
 4            Assemblywoman Emérita Torres
    
 5            Senator George M. Borrello
    
 6            Assemblyman Brian Maher
    
 7            Assemblywoman Stacey Pheffer Amato
    
 8            Senator Bill Weber
    
 9            Assemblyman Erik M. Dilan
    
10            Assemblywoman Catalina Cruz
    
11            Senator Lea Webb
    
12            Assemblywoman Larinda C. Hooks
    
13            Senator Leroy Comrie
    
14            Assemblywoman Nily Rozic 
    
15            Assemblywoman Jodi Giglio
    
16            Senator Alexis Weik
    
17            Assemblywoman Andrea K. Bailey
    
18            Senator Luis R. SepĂșlveda
    
19

20

21

22

23

24


                                                                   4

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                     LIST OF SPEAKERS
    
 4                                        STATEMENT  QUESTIONS
    
 5  Betty A. Rosa
    Commissioner
 6  NYS Education Department                 12          20
    
 7  Melissa Aviles-Ramos
    Chancellor
 8  NYC Department of Education             202         214
    
 9  Melinda Person 
    President
10  New York State United Teachers        
          -and-
11  Michael Mulgrew 
    President 
12  United Federation of Teachers           
         -and-
13  Henry Rubio 
    President 
14  Council of School Supervisors
     and Administrators (CSSA)
15       -and-
    Cynthia E. Gallagher 
16  Director, Government Relations
    School Administrators Association 
17    of New York State (SAANYS)            314         327
    
18  
    
19

20

21

22

23

24


                                                                   5

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                LIST OF SPEAKERS, Continued

 4                                        STATEMENT   QUESTIONS
    
 5  Jennifer K. Pyle 
    Executive Director
 6  Conference of Big 5
     School Districts                       
 7       -and-
    Demario Strickland
 8  Interim Superintendent 
    Rochester City School District
 9       -and-
    Anthony Q. Davis
10  Superintendent
    Syracuse City School District           
11       -and-
    Anibal Soler
12  Superintendent
    Yonkers Public Schools
13       -and-
    Joseph Hochreiter
14  Superintendent
    Albany City School District
15       -and-
    K. Veronica Smith
16  Acting Superintendent
    Mount Vernon City 
17   School District
         -and-
18  Christopher Spence
    Superintendent
19  Utica City School District               391       414
    
20  

21

22

23

24


                                                                   6

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                LIST OF SPEAKERS, Continued

 4                                        STATEMENT   QUESTIONS
    
 5  Robert Lowry
    Deputy Director
 6  New York State Council of 
     School Superintendents                 
 7       -and-
    Brian C. Fessler
 8  Chief Advocacy Officer
    NYS School Boards Association
 9       -and-
    Brian S. Cechnicki
10  Executive Director
    Association of School Business
11   Business Officials of New York
         -and-
12  Kyle McCauley Belokopitsky, Esq. 
    Executive Director
13  NYS Parent Teacher Association
         -and-
14  David A. Little, Esq. 
    Executive Director
15  Rural Schools Association
      of New York State                    
16       -and-
    Scott Budelmann
17  Legislative Liaison
    BOCES of New York State
18       -and-
    Ashara Baker
19  New York State Director
    National Parents Union                  436       461
20  

21

22

23

24


                                                                   7

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                LIST OF SPEAKERS, Continued

 4                                        STATEMENT   QUESTIONS
    
 5  Bernadette Kappen
    Cochair
 6  4201 Schools Association                
         -and-
 7  John Lopez
    President
 8  New York State Coalition
     of 853 Schools
 9       -and-
    Randi Levine
10  Policy Director
    Advocates for Children
11   of New York                           
         -and-
12  David Sandman
    President and CEO
13  New York Health Foundation
         -and-
14  Michael A. Rebell
    Executive Director
15  Center for Educational Equity, 
     Teachers College
16  Columbia University                    495       513
    
17

18

19

20

21

22

23

24


                                                                   8

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                LIST OF SPEAKERS, Continued

 4                                        STATEMENT   QUESTIONS
    
 5  Maxwell Prime
    Director, Government 
 6   Relations & Advocacy
    New York Library Association                  
 7       -and-
    Catherine Cochran
 8  Policy Associate
    Center for Science in the 
 9   Public Interest
         -and-
10  Jessica Pino-Goodspeed
    Coalition Leader 
11  Healthy School Meals for All
     New York Kids Coalition
12       -and-
    Claire L. Barnett
13  Executive Director
    Healthy Schools Network                    536       551
14  
    
15  

16

17

18

19

20

21

22

23

24


                                                                   9

 1  2025-2026 Executive Budget
    Elementary & Secondary Education
 2  1-29-25
    
 3                LIST OF SPEAKERS, Continued

 4                                        STATEMENT   QUESTIONS
    
 5  Sydney Altfield
    Executive Director
 6  Teach NYS
         -and-
 7  James Cultrara
    Executive Secretary
 8  NYS Coalition for the Independent
     and Religious Schools                    
 9       -and-
    Rabbi Yeruchim Silber
10  Director of New York 
     Government Relations
11  Agudath Israel of America
         -and-
12  James Merriman
    CEO
13  NYC Charter School Center               
         -and-
14  Anna Hall 
    CEO 
15  Northeast Charter Schools Network
         -on behalf of-
16  NY Charter School Association             580       597
    
17  Beatrice Weber
    Executive Director
18  YAFFED                                      
         -and-
19  Marina Marcou-O'Malley
    Co-Executive Director
20  Alliance for Quality Education
         -and-
21  Jeff Smink
    Deputy Director
22  The Education Trust-New York              615       626
    
23  
    
24  

                                                                   10

 1                  CHAIRMAN PRETLOW:  Good morning, 

 2           everyone.  Good morning.  I'm Gary Pretlow, 

 3           chair of the Assembly Ways and Means 

 4           Committee, and I'm sitting with my colleague 

 5           Liz Krueger, Senator Liz Krueger, chair of 

 6           the Finance Committee in the New York State 

 7           Senate.  

 8                  Today we begin the third in a series 

 9           of hearings conducted by the joint fiscal 

10           committees of the Legislature regarding the 

11           Governor's proposed budget for fiscal year 

12           '25-'26.  These hearings are conducted 

13           pursuant to the New York State Constitution 

14           and Legislative Law.  

15                  Today the Assembly Ways and Means 

16           Committee and the Senate Finance Committee 

17           will hear testimony concerning the Governor's 

18           budget proposal for elementary and secondary 

19           education.

20                  I just want to introduce the members 

21           of the Ways and Means Committee and the 

22           Education and Library committees that are 

23           here today.  We have Assemblymember 

24           Buttenschon, Assemblymember De Los Santos, 


                                                                   11

 1           Assemblymember Taylor, Assemblymember Torres, 

 2           Assemblymember Dilan, Assemblymember Cruz, 

 3           and Assemblymember Otis.  

 4                  Senator, if you would introduce your 

 5           members.

 6                  CHAIRWOMAN KRUEGER:  Thank you.  

 7                  Good morning, everyone.  I'm joined 

 8           today by Senator Shelley Mayer, chair of 

 9           Education; Senator John Liu, chair of 

10           New York City Education; our new Senator 

11           Bynoe, Senator Persaud, Senator Jackson, 

12           Senator Webb and Senator Brisport.

13                  CHAIRMAN PRETLOW:  Ranking Member Ed 

14           Ra will introduce his members from his 

15           conference.

16                  ASSEMBLYMAN RA:  Sure.  

17                  We are joined by Assemblyman 

18           Chludzinski, our ranker on Libraries.  

19           Assemblyman Doug Smith, our ranker on 

20           Education, will be joining us in a moment.  

21           And we also have members of the Education 

22           Committee Pirozzolo and Maher.

23                  CHAIRWOMAN KRUEGER:  And I missed 

24           Senator Cleare, I apologize.  


                                                                   12

 1                  And now Tom O'Mara, ranker on the 

 2           Senate Finance Committee, will introduce the 

 3           Senate Republicans.

 4                  SENATOR O'MARA:  Thank you.  

 5                  Good morning, everyone.  Joining from 

 6           the minority side of the aisle in the Senate 

 7           is our ranking member on Education, 

 8           Senator Jim Tedisco; our ranking member on 

 9           Libraries, Senator Dean Murray; and we're 

10           joined by members Bill Weber and 

11           George Borrello.

12                  Thank you.

13                  CHAIRMAN PRETLOW:  I need a second.

14                  (Discussion off the record.)

15                  CHAIRWOMAN KRUEGER:  Hold on.  Just a 

16           little paperwork.

17                  CHAIRMAN PRETLOW:  A little paperwork.  

18           And while the Senator is looking for the 

19           rules of the road here, which someone didn't 

20           give me earlier, I missed Assemblypersons 

21           Jackson and Pheffer Amato.

22                  For everyone speaking, these are the 

23           rules of the road.  Governmental employees 

24           get 10 minutes to speak, and the questioners 


                                                                   13

 1           will be -- the relevant chairs question for 

 2           10 minutes.  That would be Assemblymember 

 3           Benedetto, myself, Carroll, Mayer, Liu, Bynoe 

 4           and Krueger.

 5                  The rankers on each of the committees 

 6           get five minutes to ask questions.  After 

 7           that, the chairs get a second round, if they 

 8           so choose, of three minutes.  Rankers get a 

 9           total of five minutes and no second round.  

10           All other members of the committees get 

11           three minutes for questions and no second 

12           round.

13                  I believe that's complete.  

14                  And we will call our first witness, 

15           Ms. Betty Rosa, from the New York State 

16           Education Department.  Welcome.

17                  CHAIRWOMAN KRUEGER:  You have to hold 

18           the button until it turns green.

19                  NYSED COMMISSIONER ROSA:  There it is.  

20           Okay.  Waiting for the green light.

21                  Good morning, Chairs Pretlow, Krueger, 

22           Mayer, Liu and Benedetto, and good morning to 

23           all the members of the Senate and Assembly 

24           here today.


                                                                   14

 1                  I'm pleased to be joined by my staff, 

 2           Senior Deputy Commissioner for Education 

 3           Dr. Jeffrey Matteson; Chief Financial Officer 

 4           Christina Coughlin; Deputy Commissioner of 

 5           the Office of Special Education and Access -- 

 6           new combination -- Ceylane Meyers-Ruff.  And 

 7           we're also joined by Deputy Commissioner for 

 8           P-12 Instructional Support Angelique 

 9           Johnson-Dingle and Deputy Commissioner for 

10           P-12 Operational Support Jason Harmon.  

11                  Before I begin, I'd like to recognize 

12           Chancellor Lester Young and the members of 

13           the New York State Board of Regents who I'm 

14           sure are watching today's hearing with great 

15           interest.  

16                  The overarching goal of education and 

17           the Board of Regents is to advance 

18           educational equity, access and opportunity 

19           for all students in this amazing state.  Our 

20           budget requests a bill to deliver on this 

21           urgent mission.  I'd like to briefly describe 

22           how the department's priorities drive 

23           educational equity and provide local leaders 

24           with the stability and predictability they 


                                                                   15

 1           need to run their schools and their districts 

 2           to support our students and our communities.

 3                  So let's begin by talking about 

 4           Foundation Aid, the state's largest and most 

 5           impactful investment in our schools.  It's no 

 6           secret that the metrics which drive the state 

 7           aid funding formula are in desperate need of 

 8           updating.  The department has been engaged in 

 9           efforts to improve the formula so as to 

10           provide greater educational opportunities for 

11           all students.  

12                  Last year's enacted budget invested 

13           2 million for the Rockefeller Institute to 

14           conduct a comprehensive study of Foundation 

15           Aid.  The Foundation Aid changes included in 

16           the Executive Budget represent only a portion 

17           of what we consider to be the roadmap that 

18           will lead to a new formula.  Additional work 

19           needs to be done.  It is critical that we, in 

20           our department, are part of these 

21           conversations.

22                  The Executive Budget includes a number 

23           of important initiatives, including 

24           investment in advanced coursework, Early 


                                                                   16

 1           College High School programs, and free 

 2           community college for certain high-demand 

 3           fields.  We absolutely applaud these efforts.

 4                  At the same time, however, the 

 5           proposal needs to include several programs 

 6           and initiatives the department recommended 

 7           and that we believe are vital to the state's 

 8           continued growth and success.  It's a simple 

 9           proposition, but it bears repeating:  If we 

10           want our children to graduate from school 

11           prepared for the future, we must support them 

12           along the entire educational continuum.  For 

13           us, the educational continuum means not only 

14           college, career and civic readiness; in 

15           practice, this means providing them with 

16           access to programs, courses, facilities and 

17           high-quality staff that will set them up for 

18           success in their lives.

19                  In the budgetary context it means 

20           doing things like lifting the cap on 

21           career-and-tech educator salaries so that 

22           every student interested in CTE has a chance 

23           to participate in these programs.  We 

24           recognize that individuals with CTE skills 


                                                                   17

 1           and knowledge are vital to New York's 

 2           economy.  Their importance to our state's 

 3           future and growth are indisputable.

 4                  But to put it simply, the state must 

 5           do more to support this incredible resource 

 6           and make CTE courses accessible to all 

 7           interested students.  

 8                  Here are other ways that we can 

 9           support our schools and students in this 

10           year's budget.  Let's start with the youngest 

11           New Yorkers.  While we applaud the 

12           Executive's effort to expand childcare access 

13           and affordability, I think we can all agree 

14           that it is well past time to make universal 

15           pre-K truly universal, once and for all.

16                  A federal court ruling also required 

17           that we provide special education and related 

18           services to students with disabilities until 

19           they turn 22 years old unless they have 

20           already earned a diploma.  

21                  I do have to give a shout out for 

22           those districts that are doing this work 

23           despite the fact that we have not done this 

24           as a state.  I also have to give a shout out 


                                                                   18

 1           to New York City, who recently made that 

 2           commitment.

 3                  Currently, however, the state law 

 4           provides funding only through the school year 

 5           in which these students turn 21.  It is 

 6           imperative that we provide these students 

 7           with the necessary funding to support their 

 8           educational journey.  

 9                  Additionally, we must make every 

10           effort to ensure continuous recruitment of 

11           high-quality educators in all of our schools 

12           so that every single school -- every single 

13           child has a high-quality educator in front of 

14           them.

15                  I urge you to provide additional 

16           funding for Teach.org, a centralized hub 

17           where prospective teachers can explore the 

18           profession.  In its short period of time, we 

19           have learned at the department that Teach.org  

20           has become an exceptionally popular site for 

21           those future teachers to explore, and we must 

22           continue to use this vital resource.

23                  The Executive Budget needs to provide 

24           appropriate levels of funding to maintain and 


                                                                   19

 1           enhance building facilities and 

 2           infrastructure, including our State Schools 

 3           for the Deaf and Blind as well as our three 

 4           Tribal Nations.

 5                  We also need funding to repair our 

 6           historic State Education Building, as we have 

 7           recently gone through an incredible situation 

 8           with leaks where we've had to move people and 

 9           mobilize an entire group of individuals.

10                  While we appreciate the 20 million 

11           that's included in the Executive Budget to do 

12           these repairs, a reasonable estimate of the 

13           work is closer to 40 million.  

14                  And we need funding as well to support 

15           the next phase of the department's IT 

16           transformation.  We urge you to help us to 

17           look at creating efficiencies around the 

18           issue of transforming our data system.  The 

19           New York State Museum and the Office of 

20           Cultural Ed are making significant strides to 

21           advance critical projects.  We want the 

22           Museum to not only be a place where our 

23           children -- and I will submit an exhibit -- 

24           where our children thrive, because it is an 


                                                                   20

 1           educational institution that supports the 

 2           community, where children have an opportunity 

 3           to have a wing where they can have Saturday 

 4           classes and do all kinds of activities that 

 5           is very connected to education.  

 6                  This financial instability in our 

 7           building and the Museum has led to a 

 8           persistent multi-million-dollar deficit, 

 9           projected to exceed 7 million by March 2026.  

10           I have been here four years asking for this 

11           response to a museum that has been in many 

12           ways neglected financially.

13                  Finally, you can help advance the 

14           educational equity by funding the graduation 

15           measures, which is an initiative we have been 

16           going throughout the state and discussing 

17           because of the multiple pathways and multiple 

18           ways to support our students.  We consider 

19           this some of the most important work that the 

20           department and our Regents have undertaken, 

21           and we are so proud of that work.  

22                  And now I am happy to return a 

23           million -- a minute and 24 seconds back to 

24           you for your further questions.  Thank you.  


                                                                   21

 1                  (Laughter.)

 2                  NYSED COMMISSIONER ROSA:  I was going 

 3           to return a million dollars, but I don't have 

 4           it.

 5                  (Laughter.)

 6                  CHAIRMAN PRETLOW:  Thank you for your 

 7           testimony.  

 8                  Assemblymember Magnarelli, are you -- 

 9           I see you're sitting in for -- 

10                  ASSEMBLYMAN MAGNARELLI:  I'm sitting 

11           in for Mr. Benedetto.

12                  CHAIRMAN PRETLOW:  Yeah.

13                  ASSEMBLYMAN MAGNARELLI:  I tried to 

14           get this going.  Yes, I'm sitting in for 

15           Mr. Benedetto, as chair of Education.  You 

16           got me, I'm next in line.  I get to stay here 

17           all day; it's great.

18                  First of all, thank you very much for 

19           being here.  I appreciate everybody who 

20           testifies in front of our committees, and I 

21           thank you for that.

22                  My questions.  The Executive wants to 

23           implement a ban on smartphones in schools as 

24           a priority for New York.  I'm starting right 


                                                                   22

 1           into my questions.  Is that okay?

 2                  CHAIRMAN PRETLOW:  Yes, that's what 

 3           you're -- 

 4                  ASSEMBLYMAN MAGNARELLI:  Okay, that's 

 5           what I'm going to do.  I didn't know if you 

 6           wanted a statement or something.  I could 

 7           make a statement.  

 8                  So we're talking about smartphones.  

 9           What's your thoughts on that?  Does the 

10           Executive proposal allow districts enough 

11           flexibility?  Is that the way we're going?  

12           Or is there going to be some parameters that 

13           are given from the state level?

14                  NYSED COMMISSIONER ROSA:  So let me 

15           start -- thank you for your question.  Let me 

16           start by saying that we are actually looking 

17           at this from the perspective of -- instead of 

18           a banned distraction, it is -- in many 

19           classes I think the teachers have articulated 

20           that having the opportunity to teach, for 

21           students to learn, unless the instruments are 

22           being used as tools for the instructional 

23           purpose, that in fact there are possibilities 

24           of ways that we can work on having those 


                                                                   23

 1           distractions not be part of the learning 

 2           process.

 3                  I must say that I have been visiting 

 4           throughout the state, from Utica all the way 

 5           to Indian River and New York City and other 

 6           schools.  The beauty of this is that many -- 

 7           and two and a half years ago, I was actually 

 8           in Middletown, where the students articulated 

 9           taking ownership and doing this and being 

10           part of this conversation.

11                  So I am very proud of the fact that 

12           superintendents, principals, teachers, 

13           communities have really undertaken this work 

14           to do this at a local level, very specific to 

15           the communities, buy-in from students -- and 

16           I'm going to give a shout out to Geneva, Bo 

17           Wright, who did this amazing work around the 

18           issue of having the students develop a plan, 

19           present it to the board, adopted by the 

20           community, and that is an example of how we 

21           involve students in these kinds of 

22           situations.

23                  So we are clearly committed to making 

24           sure that we also include as part of this 


                                                                   24

 1           endeavor the issue of media literacy, because 

 2           we want our students to understand issues of 

 3           malinformation, disinformation, and anything 

 4           else that's connected to literacy.  So we are 

 5           in the process of working on this guide to 

 6           partner with that, but also include mental 

 7           health services.  

 8                  So with that, I just want to say that 

 9           our department is committed to a 

10           comprehensive way to what could be perceived 

11           as a simple solution.  And we want our 

12           students, our teachers, our principals, the 

13           superintendents, to be very much a part of 

14           the solution.

15                  Thank you.

16                  ASSEMBLYMAN MAGNARELLI:  Okay.  I was 

17           married to a teacher for over 35 years.  She 

18           passed away a number of years ago.  But she 

19           told me once that we were losing the schools 

20           and teaching in the classroom the day that we 

21           allowed people to chew gum.  Okay?  

22                  So the idea that now you can wear 

23           hats, you can bring in coats, you can use 

24           cellphones -- I mean, I think the focus of 


                                                                   25

 1           what's supposed to go on in the classroom has 

 2           long been lost.  

 3                  So I commend you for finally coming 

 4           around and saying, Hey, you know, you've got 

 5           to learn, you've got to put those things 

 6           away.  So whatever you can do, I'm with you.

 7                  Another proposal, to increase the 

 8           threshold of community eligibility provisions 

 9           looming at the federal level.  How could the 

10           state deliver universal school meals with 

11           potentially a substantially less amount for 

12           of funding for school meals coming in the 

13           future?  

14                  What do you see as strategies to 

15           protect against decreases in federal funding?  

16           You know, I'm going to just say this.  You 

17           know, my feeling is it's coming, so we're 

18           going to put this in effect this year, from 

19           what I see.

20                  NYSED COMMISSIONER ROSA:  Yes.

21                  ASSEMBLYMAN MAGNARELLI:  How do we pay 

22           for it going forward?  That's my question to 

23           you.

24                  NYSED COMMISSIONER ROSA:  Sure.  So 


                                                                   26

 1           I'm going to ask -- we have been in deep 

 2           conversation about this, because we know that 

 3           there is a commitment of about 130 million to 

 4           kind of add to in order to make it universal.  

 5           And so we do -- you know, we do believe that 

 6           maintaining those funds -- although recently 

 7           I think we're concerned with, you know, 

 8           the -- what's going to happen if that cap is 

 9           raised.  

10                  So I'm going to ask Christina.

11                  NYSED CFO COUGHLIN:  Thank you.  This 

12           is obviously a very complicated question for 

13           the state because it's a revenue issue, as 

14           you note.  And we defer to the Legislature on 

15           the revenue questions, but we commend the 

16           intent of the community eligibility work 

17           that's been done in New York thus far.  It's 

18           really served the needs of our poorest 

19           students.  And going forward, it's hard to 

20           predict what will happen and the federal 

21           concerns are --

22                  ASSEMBLYMAN MAGNARELLI:  I guess what 

23           my question is, is this.  We are trying to 

24           take care of the poorest students now.


                                                                   27

 1                  NYSED COMMISSIONER ROSA:  Correct.

 2                  ASSEMBLYMAN MAGNARELLI:  What we're 

 3           adding to it is everybody.  Which is -- by 

 4           the way, I think it's a great idea.  I like 

 5           it.  If we had the money, that's fine.  

 6                  But if we're going to be $100 million 

 7           short next year, is that where we're going to 

 8           put the money?  

 9                  NYSED COMMISSIONER ROSA:  I think what 

10           you're saying is exactly that it's a 

11           hundred -- right now, now, it's 130 million 

12           that we're --

13                  ASSEMBLYMAN MAGNARELLI:  Right.  There 

14           you go.

15                  NYSED COMMISSIONER ROSA:  And so the 

16           question is can we sustain that.

17                  ASSEMBLYMAN MAGNARELLI:  Correct.  

18           That's my question.

19                  NYSED COMMISSIONER ROSA:  And that is 

20           a question that I really truly believe that 

21           obviously the Governor has put this 

22           investment -- and that would be a perfect 

23           question for DOB and the Governor.

24                  ASSEMBLYMAN MAGNARELLI:  So next year 


                                                                   28

 1           when we come back and we have to cut 

 2           $130 million out of the budget because we 

 3           don't have it from the federal government, 

 4           we'll be understanding.

 5                  NYSED COMMISSIONER ROSA:  We'll be 

 6           what?

 7                  ASSEMBLYMAN MAGNARELLI:  You will be 

 8           understanding of that fact.

 9                  NYSED COMMISSIONER ROSA:  I don't know 

10           that we would say we would be understanding.  

11           We would be -- we would be in a situation -- 

12                  ASSEMBLYMAN MAGNARELLI:  I'll be 

13           disappointed too.

14                  NYSED COMMISSIONER ROSA:  Okay.

15                  ASSEMBLYMAN MAGNARELLI:  Okay, how 

16           much -- I've got more time.  All right.  Is 

17           the $13.5 million in the budget enough to 

18           cover the cost of every school district, 

19           charter school and BOCES in the state's 

20           implementation of the Executive's proposed 

21           smart-device prohibition?  Is that enough 

22           money for the smartphone deal?  

23                  NYSED COMMISSIONER ROSA:  We estimated 

24           that's about $10 a student.  So that will be 


                                                                   29

 1           the estimate -- guesstimate per student.  So 

 2           depending how dollars are used -- I mean, you 

 3           know, you were talking about chewing gum.  

 4           Some schools will use -- you remember the old 

 5           plastic shoe, you know?

 6                  ASSEMBLYMAN MAGNARELLI:  Right.  Yeah.

 7                  NYSED COMMISSIONER ROSA:  They'll drop 

 8           those in at the back of the class.  That --

 9                  ASSEMBLYMAN MAGNARELLI:  So we've got 

10           to wait and see what happens.

11                  NYSED COMMISSIONER ROSA:  Well, it's 

12           not -- some schools have already made some 

13           investments, I do have to say, already, 

14           because some schools have been doing this for 

15           a while.  So there have been some investments 

16           already.  

17                  Some students have it in their lockers 

18           and do not see their phones till the end of 

19           the day.  Some students -- we were in some 

20           schools where there was some free zones so 

21           that they're able to use it during their 

22           lunch hours or different -- so the cost is 

23           $10 a student.

24                  ASSEMBLYMAN MAGNARELLI:  Okay.  One 


                                                                   30

 1           more question.  Can you share insight on how 

 2           the Executive's proposal to require 

 3           partnership agreements between school 

 4           districts and higher education institutions 

 5           regarding dual enrollment programs would be 

 6           carried out?  

 7                  And I understand that there's 

 8           information that you're requiring.  It's kind 

 9           of mandating that the school districts get 

10           this information.  So it's another report.  

11           What are you getting out of that?  And I can 

12           understand what the students are getting, but 

13           do we need all of this, is my basic question.  

14                  I don't understand why this is even 

15           needed.

16                  SR. DEP. COMMISSIONER MATTESON:  Thank 

17           you for that question, because it's a real 

18           opportunity to go a little deeper in the 

19           college and high school piece.

20                  One of the issues we have right now is 

21           even though we're like top five state in the 

22           country with students getting access to at 

23           least one dual enrollment course, we don't 

24           have a sense of what those courses are doing 


                                                                   31

 1           on behalf of students.  Okay?  And so they're 

 2           getting access just because they happen to 

 3           take a certain course --

 4                  (Overtalk.)

 5                  ASSEMBLYMAN MAGNARELLI:  Can I ask a 

 6           question here?

 7                  SR. DEP. COMMISSIONER MATTESON:  Yup.

 8                  ASSEMBLYMAN MAGNARELLI:  Has anybody 

 9           complained?

10                  SR. DEP. COMMISSIONER MATTESON:  Well, 

11           what we have complained about is when we've 

12           done an analysis and --

13                  ASSEMBLYMAN MAGNARELLI:  Not you.  Has 

14           anybody complained to you about the programs?

15                  SR. DEP. COMMISSIONER MATTESON:  About 

16           those programs?

17                  ASSEMBLYMAN MAGNARELLI:  Yeah.

18                  SR. DEP. COMMISSIONER MATTESON:  Yes, 

19           because there's --

20                  ASSEMBLYMAN MAGNARELLI:  I mean, has a 

21           student come and said, I didn't get what I 

22           thought I was going to get?

23                  SR. DEP. COMMISSIONER MATTESON:  Yes.  

24           Because they're not transferable.  We're 


                                                                   32

 1           trying to create a system where what the 

 2           students take is transferable credit.  

 3           because right now they happen to get a credit 

 4           but it's not transferable to --

 5                  ASSEMBLYMAN MAGNARELLI:  I know.  I 

 6           Understand that.  I'll come back.

 7                  CHAIRMAN PRETLOW:  Thank you very 

 8           much.

 9                  Senator?  

10                  CHAIRWOMAN KRUEGER:  Thank you.  

11                  Chair Shelley Mayer for 10 minutes.

12                  SENATOR MAYER:  Thank you, Chairs.  

13                  And thank you very much, all of you, 

14           for your work.  

15                  The first question is about New York 

16           City Public Schools.  Under the November 

17           database, prior to the Governor's proposal, 

18           the expectation is they would receive about 

19           350 million more than the Governor's run 

20           after her proposed budget.  

21                  Do you at SED have any additional 

22           proposed changes to mitigate the impact on 

23           New York City, particularly given that 

24           they've had a growth in enrollment as well as 


                                                                   33

 1           special ENL needs over the course of the last 

 2           year?  

 3                  NYSED COMMISSIONER ROSA:  Yeah.  Let 

 4           me start by saying yes.  But at the same 

 5           time, you have to look at the wealth.  You 

 6           know, as you know, it went from -- I think it 

 7           was from 33 percent, right, to 23.  So that's 

 8           going to be a factor that's going to have a 

 9           negative impact.  

10                  But then it's -- you know, obviously 

11           because you have additional students where 

12           you know in the past they did not, that's 

13           going to be a plus.

14                  So I think looking at the -- what we 

15           call the modeling, you know, in terms of the 

16           formula, we're going to see the 

17           anticipated -- I think they anticipated 

18           smaller than what we predicted.

19                  NYSED CFO COUGHLIN:  The Regents' 

20           state aid proposal took a look at that, what 

21           happened when you --

22                  SENATOR MAYER:  Can you get closer to 

23           the mic?  I'm sorry.

24                  NYSED CFO COUGHLIN:  Oh, I'm sorry.  


                                                                   34

 1           Pardon me.

 2                  SENATOR MAYER:  Yeah, thank you.

 3                  NYSED CFO COUGHLIN:  That's driven, as 

 4           the commissioner noted, by the update in the 

 5           poverty counts that are --

 6                  SENATOR MAYER:  Yes, I understand 

 7           that.

 8                  NYSED CFO COUGHLIN:  That update was 

 9           something that the Regents had been 

10           recommending for several years.  So we were 

11           pleased to see that.

12                  But when the Regents prepared their 

13           state aid proposal, they also recommended a 

14           change to the Regional Cost Index, because 

15           that Regional Cost Index that was set decades 

16           ago doesn't reflect the differences in costs 

17           now.  

18                  So the Regents' proposal did in fact 

19           provide an opportunity that would mitigate 

20           that.

21                  SENATOR MAYER:  Yes.  So -- so 

22           follow up on the Regional Cost Index issue, 

23           which the Rockefeller report recommended that 

24           there be some changes but the Governor's 


                                                                   35

 1           proposal does not include a discussion of 

 2           changes to the Regional Cost Index.

 3                  Under your recommendations or the 

 4           Regents' recommendations, the change in the 

 5           Regional Cost Index would benefit both 

 6           New York City and many other communities, 

 7           including the Hudson Valley, is that right?  

 8                  NYSED COMMISSIONER ROSA:  That is 

 9           correct.

10                  SENATOR MAYER:  On the universal 

11           school meals, questions were asked 

12           previously.  There are currently about 20 

13           districts that simply do not participate in 

14           the program, so they are not in this free 

15           universal program that the Governor has 

16           proposed.  

17                  Does the department have any plan to 

18           either compel or encourage these districts to 

19           participate?  Because even though they don't 

20           participate, it doesn't mean they don't have 

21           students who would really benefit.

22                  NYSED COMMISSIONER ROSA:  So I'm going 

23           to start by saying one of the things that 

24           obviously, because we are so committed to 


                                                                   36

 1           this universal -- because we know that, to 

 2           your point -- you know, this has been a very 

 3           complex situation in terms of the -- how the 

 4           funding, right -- with having more than one 

 5           funding stream where districts make decisions 

 6           about these issues, as you know.  There's 

 7           been some improvement.  I think once upon a 

 8           time it was seven and now we're down to, you 

 9           know, I think -- what do we have, two at this 

10           point that we're looking at it.  

11                  We constantly encourage districts to 

12           work with us, with our -- both our department 

13           in terms of fiscal to make sure that they do 

14           take advantage of these programs.

15                  SR. DEP. COMMISSIONER MATTESON:  We 

16           would have to -- when this is done, which is 

17           another change to the Child Nutrition 

18           Program, we would have to communicate and 

19           give guidance to the districts.  It would go 

20           out to all the districts, so we'd alert 

21           everyone what their eligibility is.  

22                  And since it's universal for our 

23           state, certainly those districts may see the 

24           benefit of joining now that it's universal, 


                                                                   37

 1           fully universal.  But, you know, we can't 

 2           force them to join.  They have choices, if 

 3           they prefer to pay for things locally or have 

 4           their parents -- but I think raising 

 5           awareness -- to your point, this is an 

 6           opportunity if this moves forward.

 7                  SENATOR MAYER:  Thank you.

 8                  Two issues which school districts are 

 9           very concerned about, which is -- were 

10           covered in part in the Rockefeller report but 

11           are not in the Governor's proposal, which is 

12           addressing ENL needs not only in the City of 

13           New York but in frankly so many of our 

14           communities, where districts need to hire new 

15           teachers and new aides that have capacity to 

16           be bilingual or to be certified ENL.  And the 

17           much greater nuance on special ed 

18           reimbursement for a school that is providing 

19           significant number and at great expense to 

20           meet the needs of their special needs 

21           students.  

22                  Have you -- I know you've made 

23           recommendations, but the Governor did not.  

24           What is your analysis of the impact of not 


                                                                   38

 1           providing additional money for both ENL needs 

 2           and special needs of districts throughout the 

 3           state?

 4                  NYSED COMMISSIONER ROSA:  Well, we 

 5           believe that creating the foundation is 

 6           essential.  And many times we have obviously 

 7           very specific needs, especially in terms of 

 8           support for not only just bilingual, to your 

 9           point, but sometimes bilingual special ed 

10           students.

11                  SENATOR MAYER:  Yes.

12                  NYSED COMMISSIONER ROSA:  So the 

13           combination, as well as special-needs 

14           students.  

15                  The issue is is that the earlier we're 

16           able to respond to these issues, the earlier 

17           we have -- you know, we definitely have an 

18           opportunity to address them.  So the 

19           investment of not only having staff 

20           trained -- and, you know, we've done some 

21           higher ed.  With our higher ed population 

22           we've tried to encourage teachers to take 

23           additional courses to become dually 

24           certified, in some cases.  But we also want 


                                                                   39

 1           to make sure that we have the commitment and 

 2           resources to be able to hire the -- train and 

 3           hire and keep these individuals that are 

 4           giving services for language acquisition and 

 5           students with special needs.

 6                  So the earlier we do that, the earlier 

 7           we realize that these are the subgroups that 

 8           truly need these kinds of support.  And we 

 9           constantly talk about providing not only 

10           training but recruiting and retaining these 

11           individuals in our schools.  So we have a 

12           constant plan.  We have conferences that we 

13           do to encourage individuals to become part of 

14           the network through our {unintelligible}, as 

15           you know, to become part of the work that 

16           we're doing with these two populations.

17                  SENATOR MAYER:  But let me switch to 

18           full-day pre-K, which you know has been a 

19           commitment of certainly the Senate Majority 

20           for some time.

21                  In the report that I believe SED did, 

22           recognizing that there is these multiple 

23           funding streams, the funding is inadequate, 

24           there are many shortfalls in our existing 


                                                                   40

 1           program.  Has SED taken any steps so far to 

 2           address what we could do to make this work 

 3           more effectively so that more schools will 

 4           actually take up the opportunity to provide 

 5           full-day pre-K?  

 6                  And what is your proposal with respect 

 7           to the building issues that some districts 

 8           raise as a barrier to providing full-day 

 9           pre-K?  

10                  NYSED COMMISSIONER ROSA:  Sure.  And 

11           this is especially in our early -- I'm going 

12           to ask Angelique to start, particularly with 

13           our early childhood.

14                  Go ahead.  

15                  DEPUTY CMMR. JOHNSON-DINGLE:  Yes, so 

16           thank you for that question.  

17                  Through our Early Learning Program, 

18           over the past few years we have made some 

19           dramatic gains.  We have provided statewide 

20           professional development for teachers 

21           specifically targeting things that we know 

22           are most important for children to build 

23           those foundational skills to support as they 

24           move up through elementary school and beyond.  


                                                                   41

 1                  We know that we have pockets where the 

 2           funding -- although we are grateful that 

 3           we've made some changes to the language that 

 4           allowed districts to access funding and be 

 5           able to kind of braid some of those funding 

 6           streams together, there are still two 

 7           separate laws that actually oversee and 

 8           govern the way that early learning funding is 

 9           provided to schools.  

10                  And we have, as part of our ask this 

11           year, are requesting that maybe we take a 

12           look at those laws and see how we are able to 

13           get funding to those schools that need it the 

14           most.  We are looking at possibly an increase 

15           in funding for expansion seats, looking to 

16           increase some of those allocational rates 

17           that have been set since 2016, 2017, and we 

18           know the costs to deliver those services have 

19           increased over the years as well.

20                  We will do everything that we can from 

21           our seats.  We visit and monitor over 200 

22           schools every single year.  We provide them 

23           with direct support on how to improve their 

24           instruction -- thank you.


                                                                   42

 1                  SENATOR MAYER:  You can finish your 

 2           sentence.  Finish your sentence.

 3                  CHAIRMAN PRETLOW:  Thank -- thank you.  

 4                  Assemblyman Carroll.

 5                  ASSEMBLYMAN CARROLL:  Good morning, 

 6           Commissioner Rosa, and thank you for your 

 7           testimony.  

 8                  As the Libraries chair, I'd like to 

 9           ask you about the Executive Budget's library 

10           proposal.  Specifically, the Executive 

11           proposes 104.6 million in operating aid to 

12           our 23 public libraries.  Advocates at the 

13           Library Association request the Legislature 

14           to fund libraries at over $176 million.  

15                  Do you have a number in mind that 

16           would adequately fund our libraries' 

17           operating expenses?

18                  NYSED COMMISSIONER ROSA:  Well, let's 

19           put it this way.  I think the 176 is closer 

20           to a number that I would probably come up 

21           with.

22                  Because libraries are very -- 

23           they're -- when you think about the kind of 

24           support and when you think about the 


                                                                   43

 1           opportunity for children to be introduced, 

 2           supported, having -- and it's libraries and 

 3           also having families and having books 

 4           available.  So whenever we have these 

 5           initiatives about children connecting, 

 6           building relationships through the reading 

 7           process, we definitely need to have -- 

 8                  ASSEMBLYMAN CARROLL:  So do you have a 

 9           a formula or a best practice of how we should 

10           come up with what is the -- to assess the 

11           operating needs of our libraries, whether it 

12           be volumes of books, librarians?  Do you have 

13           an assessment?

14                  NYSED CFO COUGHLIN:  There is a 

15           formula that generates a number, and the 

16           Executive proposal is well below that.  I 

17           think the -- as the commissioner said, the --

18                  (Overtalk.)

19                  ASSEMBLYMAN CARROLL:  It's much closer 

20           to that 176.

21                  (Overtalk.)

22                  NYSED CFO COUGHLIN:  Exactly.  Close, 

23           yes.

24                  ASSEMBLYMAN CARROLL:  Thank you so 


                                                                   44

 1           much.  That is what I thought it was.

 2                  Switching gears, you mentioned the 

 3           capital needs of the State Education 

 4           Department Building.  Of course you know 

 5           there are great capital needs for our 

 6           libraries throughout the state, many of them 

 7           historic buildings, Carnegie libraries.  They 

 8           have a backlog of $1.75 billion of capital 

 9           needs, and the Governor has only allocated 

10           $34 million.  

11                  Again, do you have an assessment of 

12           figuring out what is a better number to help 

13           with the capital needs of our 23 public 

14           library systems?

15                  NYSED CFO COUGHLIN:  We were 

16           disappointed that the number in the Executive 

17           Budget was what it was.  Certainly more.  I 

18           wouldn't say that we have a formula or an 

19           assessment that gets at the question that 

20           you're asking.  But that's a very interesting 

21           question.  I'd like to think more about that.  

22                  ASSEMBLYMAN CARROLL:  Thank you.  

23                  Now, Commissioner Rosa, we wouldn't be 

24           speaking if we didn't talk about literacy.  I 


                                                                   45

 1           want to commend you and your staff for your 

 2           wonderful report on dyslexia and dysgraphia 

 3           last month that came from legislation that I 

 4           sponsored.  In that report you recommend that 

 5           there should be an office of dyslexia and 

 6           dysgraphia to be a point for best practices, 

 7           for interventions, for professional 

 8           development, for screening.

 9                  Do you have an idea of how much that 

10           would cost the State Education Department?

11                  NYSED COMMISSIONER ROSA:  I think 

12           we're -- because the report was just done -- 

13           and again, I really want to thank the 

14           committee for really advancing -- some of the 

15           experts that were part of this committee 

16           really, truly were able to share with us some 

17           of the issues, whether it was through 

18           identification, best practices, ways that we 

19           could really, truly address early on some of 

20           these issues to support our students.

21                  So that recommendation is one that 

22           we're looking at it, we're trying to come up 

23           with a number to make sure that in fact this 

24           work has the next phase, which is an 


                                                                   46

 1           implementation and continuity.

 2                  ASSEMBLYMAN CARROLL:  Well, I would 

 3           love to work you with on that implementation.  

 4           I hope we can find a number so that that can 

 5           become a reality.

 6                  In last year's budget the state 

 7           allocated $10 million for professional 

 8           development for best practices for literacy 

 9           education.  To your knowledge, have we 

10           actually done any professional development 

11           with those teachers, I think it was 20,000, 

12           to get that professional learning?

13                  NYSED COMMISSIONER ROSA:  So let's be 

14           clear, those were the dollars that were -- 

15           the $10 million were given to NYSUT.

16                  ASSEMBLYMAN CARROLL:  I know.  I'm 

17           aware.

18                  NYSED COMMISSIONER ROSA:  Okay.  So 

19           they have been in the process -- as a matter 

20           of fact, we just had a conversation, we've 

21           been having ongoing conversations of the plan 

22           that they have put together, which we have 

23           been reviewing.  And as a matter of fact -- 

24           it was last week, right? -- we sent back some 


                                                                   47

 1           additional questions --

 2                  ASSEMBLYMAN CARROLL:  But have any 

 3           teachers received any professional 

 4           development in evidence-based reading 

 5           instruction?  

 6                  NYSED COMMISSIONER ROSA:  The plan has 

 7           not been -- 

 8                  ASSEMBLYMAN CARROLL:  -- implemented.  

 9           So they have not.

10                  NYSED COMMISSIONER ROSA:  The plan has 

11           not been approved.

12                  So I'd like to add also the fact that 

13           we're still reviewing and having 

14           conversations with the NYSUT staff on this.

15                  NYSED CFO COUGHLIN:  One of the 

16           constraints we operate under when we're 

17           implementing something like this is that we 

18           do still need to enter into a contract with 

19           the organization.  So we are working on that 

20           contract.  We have been working very 

21           collegially with them.  I believe that they 

22           will have a course developed and ready to go 

23           pretty shortly after the contract is 

24           finalized.


                                                                   48

 1                  ASSEMBLYMAN CARROLL:  So, you know, 

 2           let me editorialize.  It is unbelievably 

 3           frustrating -- this is my ninth session here.  

 4           Commissioner Rosa, you and I have talked 

 5           ad nauseam about evidence-based literacy 

 6           interventions -- ad nauseam about the five 

 7           pillars of literacy, ad nauseam about the 

 8           fact that our largest school system and the 

 9           majority of our school systems for a 

10           generation chose to use curriculum and 

11           literacy interventions that were unproven and 

12           didn't work.

13                  It is settled science about what is 

14           best to teach early readers how to read.  

15           That is known.  The idea that we are a year 

16           later now and we are still in the phase of 

17           understanding what that professional 

18           development is going to be, is shocking.  

19           It's absolutely shocking.

20                  I understand that there are contracts 

21           to sign and there may be, you know, lawyers 

22           and others to consult with.  But if I wanted 

23           to get a Wilson-trained curriculum for 

24           teachers, I could call them up today and they 


                                                                   49

 1           would be able to start implementing tomorrow.

 2                  This is not some newfangled idea.  

 3           This pedagogy is known, it has been known, it 

 4           is being done throughout the country.  And we 

 5           have finally, in New York, I think yourself, 

 6           what State Ed has done, what some major 

 7           chancellors of our big school systems have 

 8           done, have finally agreed that we need to 

 9           move in the direction of evidence-based 

10           literacy instruction that is sequential, 

11           systematic, rooted in phonics.  

12                  But yet the Legislature allocates 

13           millions of dollars to have teachers receive 

14           professional development, and none happens in 

15           a year.  That is shocking.  And we know, we 

16           know that for kids in kindergarten, first and 

17           second grade, this is when reading attainment 

18           happens.  So that's another year lost for 

19           those early readers.

20                  And if we're here again next year and 

21           we haven't done it, it will be another year 

22           lost.  And you know that 50 percent of our 

23           children read below grade level and 

24           30 percent don't read at all.  One in seven 


                                                                   50

 1           adults in America is functionally illiterate.  

 2           That is shocking.

 3                  NYSED COMMISSIONER ROSA:  Well, 

 4           Assemblyman, let me just say that that aspect 

 5           that you're talking about, that one 

 6           particular program is really a small portion 

 7           of the work that we're doing.  We are heavily 

 8           invested as -- within the department.  

 9           Briefs, literacy training, we've done all 

10           kinds of workshops -- a lot of that is going 

11           on.

12                  This is a very specific program that 

13           was -- that the Governor absolutely committed 

14           to, which at the time, if you recall, was 

15           called Back to Basics, and then it was -- but 

16           that is only a small aspect.  And they've had 

17           to -- the way this was structured, they had 

18           to submit the proposal, they had to put 

19           together the proposal.  But I can assure you 

20           that we have been -- and I'm going to ask 

21           Angelique -- we have been doing extensive, 

22           massive work in terms -- in this space.

23                  DEPUTY CMMR. JOHNSON-DINGLE:  And to 

24           the commissioner's point, I would like the 


                                                                   51

 1           opportunity to just highlight some of the 

 2           things we have done since the beginning of 

 3           last school year, so figuring the fall of 

 4           '23.  We have released a number of literacy 

 5           briefs that were coauthored by Dr. Nonie 

 6           Lesaux.  We rolled it out in a statewide 

 7           conference that touched over 2500 educators 

 8           across the entire state.  We then followed 

 9           that up with a curriculum review guide to do 

10           exactly some of the points that you've 

11           highlighted in helping districts to review 

12           the things that they have purchased locally, 

13           approved by their local boards, in order to 

14           be able to provide instruction in literacy.  

15                  Just within this past month, we 

16           actually turned around --

17                  (Overtalk.)

18                  ASSEMBLYMAN CARROLL:  I have 13 

19           seconds.  I understand that.  But I think 

20           it's very clear that time is of the essence 

21           and we need to act quicker, because every 

22           year we lose a set of children to illiteracy.

23                  CHAIRMAN PRETLOW:  Thank you.

24                  Senator?  


                                                                   52

 1                  CHAIRWOMAN KRUEGER:  Thank you.

 2                  Senator John Liu, chair of the 

 3           New York City Education Committee.

 4                  SENATOR LIU:  Thank you, Madam Chair.

 5                  And I want to start by reminding 

 6           everybody here that last year we passed 

 7           legislation, signed by the Governor, that 

 8           designates the Asian Lunar New Year as a 

 9           public school holiday.  And guess what day 

10           today is?  Happy New Year!

11                  NYSED COMMISSIONER ROSA:  Happy New 

12           Year.

13                  SENATOR LIU:  Congratulations, all the 

14           public school kids throughout the State of 

15           New York and their families.  They get to 

16           celebrate this new year, the Year of the 

17           Snake -- some people call it the Year of the 

18           Baby Dragon.  

19                  Whatever you call it, it's a happy 

20           day.  And I feel there is no better way to 

21           celebrate the new year than to spend all day 

22           today listening to the input of educational 

23           professionals and advocates all throughout 

24           the State of New York, especially when this 


                                                                   53

 1           issue is so important to people and families 

 2           all throughout the State of New York.

 3                  So thank you, Madam Chair.  And thank 

 4           you, Commissioner and your entire team, for 

 5           making sure that this is well-implemented 

 6           across the State of New York.

 7                  Happy New Year!  

 8                  NYSED COMMISSIONER ROSA:  Thank you.  

 9           Happy New Year.

10                  SENATOR LIU:  Thank you.

11                  You know, I wanted to piggyback off of 

12           what Chair Shelley Mayer started asking you 

13           about, which is the Foundation Aid.  

14           Specifically with respect to New York City, 

15           the definition of poverty level imagined in 

16           the Executive proposal casts a -- uses the 

17           federal poverty guideline, without 

18           differentiation, all across the State of 

19           New York.  And that poverty level is 

20           somewhere at an income level of about 32,000, 

21           maybe $32,150.  Whether you live in New York 

22           City or parts of the North Country or Western 

23           New York, it's the same level.  

24                  And we know that that's just an 


                                                                   54

 1           inadequate measure.  In fact, using that kind 

 2           of measure statewide reduces the amount of 

 3           Foundation Aid available for New York City 

 4           public schools by a substantial amount, 

 5           something to the tune of $400 million 

 6           annually.

 7                  Is there anything that State Education 

 8           has looked at in terms of perhaps a better 

 9           measure of poverty, one that, like the 

10           Regional Cost Index would do, would 

11           differentiate what true levels of poverty for 

12           families across the state would experience?

13                  NYSED CFO COUGHLIN:  Senator, the 

14           Board of Regents has recommended the same 

15           poverty metric that is -- was used by the 

16           Executive.  

17                  But we do recognize, as the staff, 

18           that there are those challenges in the 

19           metrics that we -- the one that is in the 

20           Executive Budget represents an improvement 

21           over where we've been, which we think is very 

22           important.

23                  But I think your point underlying your 

24           question is there may be better ways to 


                                                                   55

 1           measure this going forward.  I think that 

 2           speaks to the commissioner's view that the 

 3           Rockefeller recommendations and the proposed 

 4           Executive Budget represent a step in the 

 5           right direction, but they are not all the way 

 6           there to improving Foundation Aid so that it 

 7           truly serves the needs of our students.

 8                  SENATOR LIU:  Well, I'm sure we'll 

 9           hear from the City of New York in a few hours 

10           from now.  But I would encourage the State 

11           Education Department to look at what true 

12           needs there are, particularly on the issue of 

13           families experiencing poverty, and what it 

14           takes the schools systems in different parts 

15           of the state to educate these children.

16                  NYSED COMMISSIONER ROSA:  So, Senator, 

17           if I may add, one of the concerns that I also 

18           have is -- to your point, is that the reason 

19           we think that our department needs to do some 

20           of these modelings is to get to that issue.  

21           Because just to have a standardized kind of 

22           looking across, to your point, a child in 

23           Washington Heights, the Bronx, parts of 

24           Queens, parts of, you know, Manhattan and 


                                                                   56

 1           other -- Brooklyn, the poverty even in some 

 2           of the neighboring districts is very, very 

 3           different.

 4                  SENATOR LIU:  Well, that's true, but 

 5           the New York City Department of Education, 

 6           they can make those kinds of adjustments when 

 7           necessary.

 8                  NYSED COMMISSIONER ROSA:  That is 

 9           correct.

10                  SENATOR LIU:  But at least if you 

11           treat the entire City of New York and 

12           acknowledge the much higher cost of living 

13           for families in New York City, that would 

14           certainly help the city.

15                  NYSED COMMISSIONER ROSA:  Yes.  And 

16           that -- those modelings combining those 

17           situations would create some of the 

18           differentiation.

19                  SENATOR LIU:  Great.  And what about 

20           the idea of providing additional weights in 

21           education funding for students in temporary 

22           housing, students in foster care.  I know the 

23           Rockefeller Institute made very brief mention 

24           of those issues, but none of that is included 


                                                                   57

 1           in the Executive proposal.

 2                  NYSED COMMISSIONER ROSA:  Yeah, 

 3           especially students that are in temporary 

 4           housing, there are additional funding that we 

 5           have.

 6                  DEPUTY COMMR. HARMON:  As you said, 

 7           Senator, there are opportunities, and I think 

 8           that's something that we see already inside 

 9           of how New York City is distributing 

10           resources, right, where there are weighting 

11           functions for students who are experiencing 

12           homelessness, for English language learners, 

13           that I think need to be, again, part of the 

14           conversation in terms of the weighting when 

15           you're looking at that overall formula, to be 

16           able to make adjustments to drive resources 

17           to places that are serving, you know, higher 

18           concentrations or changing concentrations of 

19           students who are experiencing those sort 

20           of --

21                  SENATOR LIU:  So could State Education 

22           reform its support of a portion of the 

23           revised Foundation Aid formula to include the 

24           costs of educating students in temporary 


                                                                   58

 1           housing and foster care?

 2                  NYSED COMMISSIONER ROSA:  Absolutely.  

 3           And in addition to that, though, we also -- 

 4           we have funding, McKinney-Vento, for example.

 5                  DEPUTY COMMR. HARMON:  Right, those 

 6           are federal resources that continue --

 7                  (Overtalk.)

 8                  NYSED COMMISSIONER ROSA:  Federal.  I 

 9           mean, those are federal --

10                  (Overtalk.)

11                  DEPUTY COMMR. HARMON:  Right, to 

12           continue to supplement.

13                  NYSED COMMISSIONER ROSA:  Yeah.  We 

14           try to make sure that they take advantage of 

15           those dollars as well, because we know that 

16           those students -- not only are they in 

17           temporary housing, but a lot of times the 

18           mobility of those students and the loss of 

19           learning even going from one place to 

20           another, that is loss of learning that -- in 

21           terms of extended day or some of the other -- 

22           you know, some of the other practices that we 

23           have to build in to assure that we support 

24           these young people.


                                                                   59

 1                  SENATOR LIU:  Thank you.

 2                  You know, we've spoken many times 

 3           about the anti-Asian hate that we've seen 

 4           these last few years and ways to eradicate 

 5           that hate being through our public schools.  

 6           You know that I've been pushing a bill that 

 7           would require the teaching of the 

 8           Asian-American experience in public schools.  

 9           There are bills that require the teaching of 

10           African-American history, Latinx culture.

11                  And I know State Education has 

12           reservations about those, but State Ed and 

13           the Regents have made a tremendous amount of 

14           progress with regard to the culturally 

15           sustaining -- culturally responsive and 

16           sustaining education --

17                  NYSED COMMISSIONER ROSA:  Very good.

18                  SENATOR LIU:  -- platform and --

19                  NYSED COMMISSIONER ROSA:  Framework.

20                  SENATOR LIU:  -- the framework.

21                  Does that now all come under assault 

22           with the new federal administration and what 

23           the administration has been saying about 

24           these kinds of educational curricula?


                                                                   60

 1                  NYSED COMMISSIONER ROSA:  So the 

 2           culturally responsive, that framework  

 3           stands -- by the way, it has been embedded, 

 4           has been embraced, I have to tell you, 

 5           throughout this state.  And the kinds of 

 6           teaching that are in our standards will 

 7           continue.  Those are in our standards.

 8                  So our position has been that we're 

 9           going to move forward with the bedrock of our 

10           state, which is the issue of culturally 

11           responsive, is absolutely one that our state 

12           absolutely embraces because, as I said, every 

13           single district, right, has been totally 

14           committed to this work.  They use it 

15           constantly.  And they really, truly celebrate 

16           the various cultures.  And as you know, 

17           holidays are a perfect example where we use 

18           opportunities in literature, we use it in 

19           ways that help our young people to prepare 

20           them for a global society.

21                  SENATOR LIU:  I thank you for that.  

22           You know, I believe that we should go 

23           further, but at least we should not go back 

24           or retreat in any fashion whatsoever on the 


                                                                   61

 1           culturally responsive, sustaining education.  

 2                  Let's hope our members of Congress can 

 3           fight back against what the federal 

 4           administration is doing or potentially 

 5           threatening.

 6                  And my last question for you would be 

 7           the threat of removal of Title I funding 

 8           along with the abolishment of the federal 

 9           Department of Education.  Is that something 

10           that State Education has been examining and 

11           preparing for?

12                  NYSED COMMISSIONER ROSA:  So I'll 

13           start by saying that obviously yesterday we 

14           were dealing with this issue, I think not -- 

15           not just our department, across the entire 

16           state, right, and other states.

17                  So we did get notice immediately that 

18           the Title I and the -- it was Title I and 

19           IDEA.  But in the interim, we have been 

20           taking stock of the impact that that will 

21           have.  And I'll answer it --

22                  SENATOR LIU:  I'll come back on 

23           Round 2.

24                  NYSED COMMISSIONER ROSA:  Okay.


                                                                   62

 1                  CHAIRWOMAN KRUEGER:  Thank you.  

 2                  CHAIRMAN PRETLOW:  Assemblyman Smith, 

 3           five minutes.

 4                  ASSEMBLYMAN SMITH:  Thank you.  And 

 5           thank you, Commissioner.  Thank you to the 

 6           team for being here.  I want to take some 

 7           time to talk regionalization, because you and 

 8           I have spent a lot of time -- the 

 9           department -- hours over the last several 

10           months, talking about this, going back and 

11           forth.

12                  So I'll start by saying before your 

13           tenure as commissioner the State Education 

14           Department rolled out a number of programs -- 

15           Race to the Top implementation, Common Core, 

16           APPR, the licensing of teachers, a lot of new 

17           initiatives.  And I think a lot of our 

18           schools are still -- maybe have some 

19           posttraumatic stress over those experiences.  

20           So I want to take some time --

21                  NYSED COMMISSIONER ROSA:  Sure.

22                  ASSEMBLYMAN SMITH:  -- to talk about 

23           regionalization, what it is, what it is not.  

24           I know you and the team have traveled across 


                                                                   63

 1           the state and it's been received differently 

 2           in different regions of the state.  Can you 

 3           speak about that a little bit?  And I'll have 

 4           some follow-up questions.

 5                  NYSED COMMISSIONER ROSA:  Sure.  I'm 

 6           going to start, and then I'm going to turn it 

 7           to my regionalization guru.

 8                  This is not something new.  And I know 

 9           you mentioned Race to the Top.  I have been 

10           in some -- we've visited some districts that 

11           have been doing this for 10 years.  And doing 

12           it, and doing it well because of the 

13           necessity -- you know, the sparsity issue for 

14           many of our rural districts really -- you 

15           know, they create opportunities to innovate, 

16           they create opportunities to cooperate and 

17           share.  And so the notion of regionalization 

18           has been very much a part of the fabric of 

19           many, many of our districts and many of our 

20           areas throughout, you know.  

21                  So that's that in itself, just to say 

22           that this is not a new concept --

23                  ASSEMBLYMAN SMITH:  Right.  So a 

24           question that I think -- and sorry to cut you 


                                                                   64

 1           off.  Some school districts are concerned 

 2           that they and their taxpayers might be paying 

 3           for students of other districts.  That is not 

 4           correct, is that your understanding, that 

 5           would not be correct?  

 6                  So a school district might be 

 7           concerned that they and their local taxpayers 

 8           could be paying for the students of another 

 9           district.  That is not the intention, is that 

10           correct?

11                  NYSED COMMISSIONER ROSA:  Yeah, 

12           absolutely.  But, you know, that's part of 

13           the literacy that we hope to impart on our 

14           students in terms of misinformation, 

15           disinformation.

16                  But let me just say, you know, when I 

17           was talking about the rural districts and 

18           other districts that are doing this, the 

19           notion -- I mean, we even have two districts 

20           that share a superintendent.  

21                  The rural, the -- particularly rural 

22           districts, because of the fact that they want 

23           to also maintain the quality, a high-quality 

24           education for their students -- as a matter 


                                                                   65

 1           of fact, we met yesterday with three of them, 

 2           right?  And in order to give those students 

 3           that high-quality education, they have to 

 4           learn to share.  They don't have the 

 5           resources that some of our other districts 

 6           have.

 7                  ASSEMBLYMAN SMITH:  So would you give 

 8           as an example maybe a rural district that 

 9           does not have AP offerings or college class 

10           offerings, but maybe a neighboring district 

11           does but maybe they only have four or five 

12           students in each, that there could be an 

13           opportunity.

14                  NYSED COMMISSIONER ROSA:  They 

15           share -- yes.  They're sharing resources, 

16           they're innovating, they're figuring out -- 

17           they're problem-solvers in trying to figure 

18           out how do we, despite the fact that we have 

19           fewer students, the sparsity issue and so 

20           many other barriers -- we have seen an 

21           incredible number of districts that truly 

22           have taken how to share their toys.  

23                  And again, there are those districts 

24           that have a lot of resources, have a lot of 


                                                                   66

 1           wealth, have a lot of ways of enjoying 

 2           giving, you know, as you said, different AP 

 3           classes or whatever.  So they're not being 

 4           asked, in any shape or form, to share.  In 

 5           many cases they are, and those places that 

 6           they are, we celebrate those.

 7                  And by the way, just to give you a 

 8           number, we are fairly close to 80 percent -- 

 9           80 percent have opted in throughout the state 

10           to do regionalization.  Eighty percent.

11                  ASSEMBLYMAN SMITH:  And to get to that 

12           point, there was an option.  So if a school 

13           district didn't feel that they could benefit 

14           or didn't feel that their neighboring 

15           districts would benefit --

16                  NYSED COMMISSIONER ROSA:  They could 

17           opt out.

18                  ASSEMBLYMAN SMITH:  -- they could opt 

19           out.  So there's no obligation for them to --

20                  NYSED COMMISSIONER ROSA:  We do have 

21           several -- the largest concentration happened 

22           to be in your neck of the woods, you know, in 

23           your neighborhood.  Not your specific 

24           neighborhood --


                                                                   67

 1                  ASSEMBLYMAN SMITH:  Not specifically, 

 2           right.

 3                  NYSED COMMISSIONER ROSA:  In 

 4           Long Island.  

 5                  But the truth of the matter is that we 

 6           honor the issue that they felt that they did 

 7           not want to be part of the process, and we 

 8           honor that.  We --

 9                  ASSEMBLYMAN SMITH:  And with that, 

10           because I'm being asked that if they opt out 

11           of the planning process, it's not simply the 

12           planning process; they will not be asked to 

13           take on or to participate.

14                  NYSED COMMISSIONER ROSA:  I'm going to 

15           ask -- they're opting out.  And by the way, 

16           we asked them -- we asked the board and the 

17           superintendent to negotiate this.  And once 

18           they opt out, you know -- and by the way, we 

19           are establishing a regionalization network.  

20           And just so you know, some of this -- the 

21           reason you think it's new --

22                  ASSEMBLYMAN SMITH:  Yeah, I'm out of 

23           time.  But thank you for clearing up some of 

24           this.


                                                                   68

 1                  CHAIRMAN PRETLOW:  Thank you.  You are 

 2           out of time.

 3                  Senator?

 4                  NYSED COMMISSIONER ROSA:  Thank you.

 5                  CHAIRWOMAN KRUEGER:  Thank you.

 6                  Jim Tedisco, ranker in Education.

 7                  SENATOR TEDISCO:  Thank you.  

 8                  Commissioner, it's always great to see 

 9           you here before us, and we appreciate your 

10           testimony and coming by to testify.  

11                  I'm going to start out with something 

12           I know I wanted to say during my 

13           presentation -- I'm very limited, I probably 

14           would have saved to the end.  And that is as 

15           ranking member of the Education Committee, 

16           and I think I can say representing my 

17           conference, this is a very large budget to 

18           begin with, I think $8.6 billion in spending.  

19           But we never know what's going to happen 

20           during the course of this whole budget 

21           negotiations.  

22                  I can go on record and tell you this.  

23           Myself and I believe my conference will never 

24           in this year be balancing this budget on the 


                                                                   69

 1           backs -- no matter what comes out in the 

 2           finality of this budget, on the backs of our 

 3           local taxpayers, who may have to cut if there 

 4           are cuts in very important programs or the 

 5           backs of our kids or our school districts.  I 

 6           want to be on record in saying that.

 7                  Having said that, I'm going to ask you 

 8           a question, probably won't get to the next 

 9           one, but you know where I'm going.  Have you 

10           ever seen the movie Casablanca?  Yes or no.  

11           No problem.

12                  NYSED COMMISSIONER ROSA:  Yes.

13                  SENATOR TEDISCO:  Yes.  So you know in 

14           that movie there's a police chief, and he 

15           knows what's going on over there.  And he 

16           goes up to Humphrey Bogart:  I'm shocked, I'm 

17           shocked, I'm shocked that there's gambling in 

18           this facility.  We know he's not shocked.

19                  I came to the capital this year, I 

20           became shocked -- we have an affordability 

21           problem in New York State.  Did you know 

22           that, Commissioner.  Rhetorical.  You don't 

23           have to answer it.  Most people over here 

24           know it.  If I've heard that once, I've heard 


                                                                   70

 1           it a thousand times since we've been here.  

 2           We have an affordability problem.  

 3                  Every time we interact with our 

 4           constituents, surveys or polls, we ask about 

 5           transportation, safety, education -- love 

 6           education.  You support it?  Yes.  Do you 

 7           want us to fund it?  Fund education, put 

 8           money in it.  They want the test scores to be 

 9           good.  They want the graduation rates to go 

10           up.  It's extremely, extremely important for 

11           them.  

12                  But my goodness, everybody knows we 

13           have an affordability problem in New York 

14           State.  We've had an affordability problem.  

15           Besides what my constituents and others say, 

16           in the last census we became number one in 

17           outmigration:  101,000 people left the State 

18           of New York.  Fifty states.  One of seven 

19           states that lost a Congressperson, lost 

20           voices out there.  We're number one in Tax 

21           Freedom State today.  We still have that 

22           designation.  You know, Commissioner, that's 

23           when we actually take a dollar home for the 

24           people who work in New York State.  


                                                                   71

 1                  There is an affordability problem, 

 2           without question.  The worst thing is our 

 3           destiny, possibly, which they suggest at 

 4           least two or three Congresspeople and 

 5           representatives will be lost in the 2032 

 6           census coming up.  That's significant to 

 7           think about.  

 8                  But make no mistake, if we're going to 

 9           move towards affordability -- and you know 

10           what?  We have to, to keep people in New York 

11           State, to keep the great educational system 

12           we have -- we're going to have to have 

13           spending priorities, spending -- realistic 

14           spending priorities.  And that is the 

15           challenge, I think, for us, for the 

16           majorities, for the minority, for the 

17           Governor:  Spending priorities.  

18                  And I've seen a very large budget come 

19           out, I've seen $8.6 billion in spending.  But 

20           I don't want that to fall on the back of a 

21           number-one spending priority:  Educating the 

22           kids in New York State.  We cannot let that 

23           happen.  

24                  But by the same token, I got a feeling 


                                                                   72

 1           she's going to have to be Houdini with the 

 2           budget she gave us to give those tax monies 

 3           back.  And we believe in tax cuts.  We need 

 4           them.  That would be part of the incentive.  

 5           It ain't a rabbit that has to come out of a 

 6           hat -- she's got to pull a giraffe out of a 

 7           hat.  Now, that's a big animal.  Okay?  So 

 8           that's going to be hard to do.  

 9                  So my question to you is -- I've got a 

10           minute -- she has to be interacting with you 

11           and the leaders of -- our other commissioners 

12           and everything like that.  Has she talked to 

13           you about what's going to happen across the 

14           board or how you can help with this cost of 

15           living, not cutting programs but adjusting 

16           how we move those programs forward, how we 

17           realign programs, things of that nature?  

18                  Because it scares me when all of a 

19           sudden affordability problems have been in 

20           existence and we're going to solve them 

21           overnight.  Thirty seconds isn't enough, I 

22           know that.  Don't hate me.

23                  NYSED COMMISSIONER ROSA:  Well, 

24           Senator, let me start by -- and I know you 


                                                                   73

 1           know this, and this is going to sound -- 

 2           we're an independent agency.  We are not an 

 3           agency of the Governor.

 4                  Now, having said that, we do try -- 

 5           and I have to tell you, put it point-blank, 

 6           the commissioners of this state, many of them 

 7           we work very closely with.  So we try to, to 

 8           your point --

 9                  CHAIRMAN PRETLOW:  Hold that point.

10                  SENATOR TEDISCO:  We could talk 

11           forever.

12                  CHAIRMAN PRETLOW:  We had a 

13           four-and-a-half-minute question and not 

14           30 seconds -- anyway --

15                  CHAIRWOMAN KRUEGER:  And actually, 

16           just to point out -- thank you, Cary -- we 

17           try to remind legislators you can use all of 

18           your minutes asking a question, but the 

19           answerer doesn't get extra minutes to answer 

20           you.  So just the lesson for today.

21                  Thank you.

22                  CHAIRMAN PRETLOW:  Before I go on, 

23           we've been joined by Assemblymembers Conrad, 

24           Hooks, Simone -- I'm sorry, Simon -- and 


                                                                   74

 1           Mitaynes.

 2                  ASSEMBLYMAN RA:  And we've also been 

 3           joined by Assemblywoman Mary Beth Walsh on 

 4           the Republican side.

 5                  CHAIRMAN PRETLOW:  Assemblymember 

 6           Chludzinski, five minutes.

 7                  ASSEMBLYMEMBER CHLUDZINKSI:  Good 

 8           morning, Commissioner.

 9                  NYSED COMMISSIONER ROSA:  Good 

10           morning.

11                  ASSEMBLYMEMBER CHLUDZINKSI:  I want to 

12           thank you and your staff for being here today 

13           with us, and I want to thank you all for the 

14           hard work that you do for all our students 

15           and families across New York State.  I know 

16           it's probably not always a thankful job, but 

17           we appreciate the work that you all do.

18                  I just have a couple of questions.  

19           One is in regards to staffing shortages.  

20           We're still hearing concerns about staffing 

21           shortages at school districts across the 

22           state.  Particularly I know in my district I 

23           hear there's shortages of -- it's very 

24           difficult for them to find science teachers, 


                                                                   75

 1           biology, chemistry.  

 2                  What is your department doing to 

 3           address the shortages?  And what structural 

 4           changes are needed to address these 

 5           shortages?

 6                  NYSED COMMISSIONER ROSA:  So I'm going 

 7           to start by saying, as you saw in my intro, 

 8           we talked about Teach.org.  But in addition 

 9           to that, we have -- under the leadership of 

10           Dr. Matteson, we've been doing a great deal 

11           of work of taking our requirements for 

12           certification of our teachers and creating 

13           lots of flexibilities.  

14                  And we can give you, just to be very 

15           precise, a couple of good examples of that.

16                  SR. DEP. COMMISSIONER MATTESON:  So 

17           just a couple of examples.  You brought up 

18           science.  One of the things that the 

19           department had done, I think in August of 

20           '23, was to put a regulation in effect that 

21           allowed -- if you're going to have a second 

22           certification for science, you weren't going 

23           to need additional 30 credit hours, you could 

24           do 18 credit hours.


                                                                   76

 1                  We've just put forward a regulation to 

 2           allow that for most of our certification 

 3           titles.  So if a student is going to college 

 4           or university or a teacher prep institution 

 5           and would like to have multiple 

 6           certifications, it's not going to take 

 7           multiple 30-credit-hour coursework pathways 

 8           in order to get those certifications.  So 

 9           that's some flexibility we've offered.

10                  We've also tried to deal with some of 

11           the certification exam issues that have been 

12           a roadblock for many of our teachers, 

13           especially coming from out of state, where 

14           they may have taken an assessment, a 

15           different teacher assessment in their state, 

16           and then they have to take the New York State 

17           exam.  So they've done all they could do in 

18           their home state, they're fully certified 

19           there, otherwise qualified, that we're 

20           finding ways to now -- we're going to -- we 

21           put a regulation in place that we're going to 

22           analyze those exams and the ones that are 

23           comparable, we're going to accept them.  And 

24           then if they get close to passing ours, if 


                                                                   77

 1           they didn't take an exam, we've also got a 

 2           multiple-measures approach to get people 

 3           certified if they have -- come very close to 

 4           passing the exam, so they're not one after 

 5           another taking it multiple times.

 6                  So in addition to Teach.org, which has 

 7           been a great success in recruitment and 

 8           getting people on the pathway to teaching, we 

 9           in fact have more people in the pipeline on 

10           Teachny.org, starting our pathway, than we do 

11           in teacher prep institutions right now in 

12           New York State.  

13                  So it's having the desired effect, and 

14           that's only nine months in.  Which is why 

15           we've emphasized it -- now the third time in 

16           this hearing.  It's very important to us to 

17           keep that product and to work with our 

18           partners.

19                  ASSEMBLYMEMBER CHLUDZINKSI:  Thank 

20           you, sir.

21                  Just to change gears here, on the 

22           Governor's Distraction-Free Learning 

23           Initiative.  I know that was mentioned a 

24           little bit earlier.  But are you concerned at 


                                                                   78

 1           all that the Governor's Distraction-Free 

 2           Learning Initiative requires school districts 

 3           to adopt cellphone prohibition policies 

 4           rather than allowing districts to make the 

 5           determination locally?  

 6                  I know locally, talking to our 

 7           superintendents, this has basically been an 

 8           issue that's been solved through their own 

 9           department policies and procedures, and 

10           they've conveyed to me that they more or less 

11           have this under wraps at their school 

12           districts because it's been around for quite 

13           a few years now.

14                  Do you have concerns that the state 

15           coming in and adopting their own policies, 

16           superseding what the school districts already 

17           have, will be problematic?

18                  NYSED COMMISSIONER ROSA:  Yeah, I have 

19           taken a very strong position on the local 

20           control and the fact that many of our 

21           superintendents and schools, including -- and 

22           again, I don't want to speak for the school 

23           board or the Big 5 or some of the individuals 

24           that have really taken a similar position.


                                                                   79

 1                  We believe that this is local control.  

 2           People have been doing it, to your point, for 

 3           a while.  And I do believe that the 

 4           Governor's office initially started in one 

 5           place, and those changes have been adjusted 

 6           to be at the local control.  And knowing that 

 7           many districts already doing -- have been 

 8           doing this for a while.

 9                  So we are hopeful that that is the 

10           final destination.  

11                  ASSEMBLYMEMBER CHLUDZINKSI:  Thank 

12           you, Commissioner.

13                  CHAIRMAN PRETLOW:  Thank you.

14                  Senator?  

15                  CHAIRWOMAN KRUEGER:  Thank you.  

16                  And our chair of Libraries, Senator 

17           Bynoe, 10 minutes.

18                  SENATOR BYNOE:   Thank you, 

19           Madam Chair.  

20                  Good morning, Commissioner.

21                  NYSED COMMISSIONER ROSA:  Good 

22           morning.

23                  SENATOR BYNOE:  So I would like to 

24           start out by echoing some earlier sentiments 


                                                                   80

 1           and lending my voice to increasing capital 

 2           funding to libraries.  

 3                  Specifically in my district, we have 

 4           the Uniondale Library that has a rising water 

 5           table and they're taking on water.  They need 

 6           a roof.  They're really in bad shape, and 

 7           they're not yet able to access that funding 

 8           to do the work.  

 9                  And we have other examples throughout 

10           the district, and I know many throughout the 

11           state.

12                  So in not belaboring the point, I'd 

13           like to move on and ask about school 

14           libraries and ask specifically about the role 

15           of SED in oversight of school libraries, 

16           specifically the funding.  Right now I 

17           believe the amount is $6.26 per pupil, and 

18           they haven't had an increase since 2007.  And 

19           I know that many of the districts do not have 

20           full-time librarians in the schools.  And 

21           this has to be a function of that.  

22                  So I'd like to know -- I'd like to 

23           hear from you regarding whether there's been 

24           any study about increasing that per-pupil 


                                                                   81

 1           cost and what your role is in doing so.

 2                  NYSED COMMISSIONER ROSA:  Yeah, so let 

 3           me start by saying it's interesting, outside 

 4           of New York City they've done a better job 

 5           with libraries.  And the -- but there's been 

 6           an investment and a push for New York City 

 7           also to realize the extreme value of this.

 8                  So on the issue of the per-pupil 

 9           investment --

10                  NYSED CFO COUGHLIN:  The Board of 

11           Regents has in fact recommended that those 

12           numbers be adjusted for inflation.  So 

13           relative -- I don't recall right now what the 

14           number would be to adjust, but that they be 

15           taken -- inflation from the time that that 

16           was set in statute and increased to what it 

17           would be now.

18                  So yes, the board is supportive of 

19           that.

20                  SENATOR BYNOE:  Okay.  I would love to 

21           see those numbers.  And once you complete 

22           that exercise, I think the whole body can 

23           benefit.

24                  NYSED COMMISSIONER ROSA:  We'll share 


                                                                   82

 1           -- we can meet with you and share with you 

 2           specifically, because we do have the numbers 

 3           of -- the number of districts that do have, 

 4           you know, librarians, particularly in the 

 5           elementary school but all way through.  So 

 6           more than glad to meet with you to go over 

 7           those.

 8                  SENATOR BYNOE:  Thank you.

 9                  Also, moving on to education -- and I 

10           know that many parents would love to have the 

11           opportunity and need the opportunity to have 

12           alternatives and options in terms of 

13           educating their young scholars.  And I know 

14           charter schools have provided that.

15                  But I am concerned regarding the 

16           saturation of charter schools in Senate 

17           District 6, and I'm sure it's happening 

18           throughout the state in certain areas.  In 

19           particular, Hempstead School District, which 

20           has a total aid of $234 million, is sending 

21           roughly $87 million to charter schools.  

22                  And the examples -- I can go on and on 

23           on that but, you know, there's a real 

24           disparate impact to school districts that are 


                                                                   83

 1           sending those large sums of money to charter 

 2           schools.  And, you know, I'd like to know, 

 3           first, when SED is reviewing these RFP 

 4           responses for charter schools, whether you're 

 5           taking into consideration that there's 

 6           saturation.

 7                  NYSED COMMISSIONER ROSA:  Yes.  So 

 8           I'll start by saying that we have two 

 9           entities, SUNY and SED.  Our charters, in 

10           the -- we have the smaller -- actually, you 

11           have four, because you have Buffalo and 

12           New York City.  But primarily the two 

13           entities that make the determination in this 

14           particular case, SUNY has the largest number 

15           of charters.  We have 95, I think, is the 

16           number that we have.  And SUNY has --

17                  DEPUTY CMMR. JOHNSON-DINGLE:  

18           Two-thirty-eight.

19                  NYSED COMMISSIONER ROSA:  Two 

20           hundred -- you're right, 238 is the SUNY 

21           number.  Ours is 95, and New York City 38 and 

22           I think Buffalo two.

23                  So in that determination it's -- 

24           there's a struggle because many districts -- 


                                                                   84

 1           you know, many charters will go to SUNY, 

 2           obviously, rather than -- you know, we have a 

 3           pretty strict -- and I'm not saying they 

 4           don't have a strict -- but we have a pretty 

 5           robust type of process that you have to go 

 6           through.

 7                  Now having said that, there are many 

 8           times that there's a lot of confusion in the 

 9           field where they feel that we've -- you know, 

10           we have in fact decided that this charter's 

11           going to go into that district when in fact 

12           it's a SUNY decision.

13                  And with Hempstead --

14                  DEPUTY CMMR. JOHNSON-DINGLE:  So we 

15           have worked, over the past two years, I want 

16           to say, with my colleague across the table, 

17           Jason, in understanding how we can attempt to 

18           find a way.  We know that there is a problem 

19           with the way that charter schools are funded, 

20           essentially.  And we do know that 

21           Hempstead does have one of the highest 

22           amounts of tuition rates that they do pay out 

23           to their local charter schools. 

24                  And that is not to say that we don't 


                                                                   85

 1           believe in parent choice and support that 

 2           decision of those parents, but I think it 

 3           comes down to essentially the way that 

 4           charter schools are funded within the laws 

 5           that are currently existing on the books that 

 6           do create a complication for the way that 

 7           school districts themselves have to pay out 

 8           that money.

 9                  SENATOR BYNOE:  So we know now, right, 

10           that there's a problem.  Right?  And we know 

11           that Hempstead in particular has really been 

12           hampered by this.  But it's actually growing 

13           tentacles, and it's making its way throughout 

14           the district, insomuch that Uniondale is 

15           currently sending 21 million, and they're 

16           projected for -- for last year they sent 

17           21 million, and they're projected to send 

18           25 million.  

19                  What can SED do to streamline the 

20           process, have better oversight in terms of 

21           saturation so that -- you know, we know we 

22           have these two different entities, but have 

23           you done any study, any type of evaluation as 

24           to best ways to move forward?  


                                                                   86

 1                  NYSED COMMISSIONER ROSA:  Yeah, we've 

 2           looked at where the saturation -- I mean, a 

 3           perfect example is District 5.  You've got a 

 4           huge saturation in District 5, and I can tell 

 5           you a couple of other districts.  

 6                  We also know that, to Angelique's 

 7           point, that there's a different rate that's 

 8           paid, which also creates another layer.  

 9                  You know, and sometimes people think 

10           that it's kind of a one-on-one, you're 

11           removing a kid from one place and moving it 

12           to another.  But when you have a class of, 

13           let's say, 19 and you still have to create a 

14           class, and you have minus the number of 

15           students that have left, right, that is a 

16           financial hole that the district is in.  So 

17           it's not as simple as, you know, sometimes I 

18           think the way this structure in the law was 

19           designed, it makes it look as if, Oh, well, 

20           I'm taking 10 from here and you're left -- 

21           no, you still have to have that teacher, you 

22           still have to have those resources.

23                  So it's not as if the cost is, you 

24           know, necessarily -- because as somebody 


                                                                   87

 1           who's done, both in my middle school and high 

 2           school, done programming, it is a challenge.  

 3           And it's also a challenge when you have, you 

 4           know, fewer dollars to provide the kinds of 

 5           resources.

 6                  So I do think we have to take a look 

 7           at the whole issue with the charter law from 

 8           various issues.  And that's one of them.

 9                  SENATOR BYNOE:  And I'd like to work 

10           with you on that.

11                  NYSED COMMISSIONER ROSA:  Okay.  Well, 

12           look forward to it.

13                  SENATOR BYNOE:  I have one other 

14           question specific to Hempstead, and it's use 

15           of -- SED's placement of a monitor.

16                  NYSED COMMISSIONER ROSA:  Monitor.

17                  SENATOR BYNOE:  And I'd like to 

18           understand from you whether you believe a 

19           monitor should still exist within that 

20           district.  And if so, why?

21                  NYSED COMMISSIONER ROSA:  Absolutely.  

22           Our schools -- and I'll give you a concrete 

23           example, and I'm going to turn it to Jason.

24                  For example, when -- and I'm going to 


                                                                   88

 1           go slightly over to a district like 

 2           Wyandanch.  Right?  Totally in horrendous 

 3           deficit, and it's now in a surplus.  I think 

 4           they're 30 million, if I'm not mistaken, 

 5           right, 30 million in surplus, from a district 

 6           that was in a horrendous situation.  And the 

 7           financial monitor has been extremely focused 

 8           and someone that has made a huge difference.

 9                  Now, personally I do have to say I 

10           like the idea of two monitors, one 

11           instructional, one operational that focuses 

12           on the fiscal.  And in your case you have one 

13           monitor.  And again, I would submit that in a 

14           district like, you know, you're speaking to, 

15           we really truly need an instructional as well 

16           as fiscal.

17                  SENATOR BYNOE:  They've been able to 

18           increase their graduation rates, so I'd like 

19           to hear more from you on that.  

20                  Thank you.  

21                  NYSED COMMISSIONER ROSA:  They did, 

22           82 -- I think it's 82 --

23                  SENATOR BYNOE:  Eighty-seven percent.

24                  NYSED COMMISSIONER ROSA:  -- 


                                                                   89

 1           82 percent.  

 2                  CHAIRMAN PRETLOW:  Thank you.  

 3                  Assemblyman Ra has stepped away, so 

 4           I'll go to Assemblyman Conrad, three minutes.

 5                  ASSEMBLYMAN CONRAD:  Hi, good morning.  

 6                  I was excited to review the Blue 

 7           Ribbon Commission's results and 

 8           implementation for our four-year changeover 

 9           for our cohorts of students under the new 

10           diploma program.  Can you review how SED 

11           plans to support these school districts 

12           across the state that desperately need staff 

13           development?  Because looking at the budget 

14           right now, it looks like we're at 

15           $14.3 million eliminated for staff resource 

16           centers.  And I just don't know how that 

17           particularly jibes with this new initiative 

18           that we're about to implement here where 

19           we're trying to make this new program truly 

20           successful and have these pathways.  

21                  Do you care to comment on that?

22                  NYSED COMMISSIONER ROSA:  Sure.  So 

23           I'm going to start by saying I'd love to 

24           invite you to a meeting to take you through 


                                                                   90

 1           the journey of what we've gone through to get 

 2           to this place in terms of the task force -- 

 3           which was made up of, as you know, 

 4           superintendents, businesspeople and the 

 5           twelve recommendations that I think Angelique 

 6           is going to speak to.  There's been an 

 7           incredible journey of several years to get to 

 8           this point.  

 9                  We also have a planned pilot that is 

10           supporting this work to take a look at this 

11           work within several districts.

12                  So there's a tremendous amount of work 

13           to answer that question.  And more than glad 

14           to really have you -- create a roadmap for 

15           you and walk you through it.

16                  In the meantime, Angelique?

17                  DEPUTY CMMR. JOHNSON-DINGLE:  And part 

18           of the -- as you have mentioned, we have very 

19           intentionally created a runway, a 

20           five-year-plus timeline to build in 

21           opportunities to provide teachers with the 

22           necessary professional learning opportunities 

23           that they would need to help improve their 

24           instructional practices within the classroom, 


                                                                   91

 1           along with including and expanding resources 

 2           to provide access to greater opportunities 

 3           for students.  But happy to meet with you 

 4           offline to take you through that in a more 

 5           detailed fashion.

 6                  ASSEMBLYMAN CONRAD:  I appreciate it.  

 7           It just doesn't make sense to me to eliminate 

 8           $14.3 million for staff resource centers that 

 9           I found personally the place where I would 

10           learn literacy techniques, as our 

11           Chair Carroll mentioned and others.  It just 

12           seems like a very important piece, today more 

13           than ever.

14                  And I'll leave with just one comment.  

15           Obviously, being an educator and having a lot 

16           of friends that are still in education, the 

17           paperwork load that is being placed on 

18           special ed teachers -- I get it, they're not 

19           just teaching, they're doing much more.  

20           They're counseling, they're dealing with 

21           addiction, they're dealing with trauma.  

22           There's so much being added to the plate of 

23           our educators.

24                  What are we doing to eliminate or 


                                                                   92

 1           simplify or just make a load of paperwork 

 2           that has been inundated -- the comment I keep 

 3           getting from educators is "I don't feel like 

 4           I'm teaching anymore.  I'm just filling out 

 5           paperwork."  

 6                  And I'll leave it at that, if there's 

 7           any efforts that we can do to alleviate that.

 8                  NYSED COMMISSIONER ROSA:  Sure.  So I 

 9           will tell you --

10                  ASSEMBLYMAN CONRAD:  We'll talk later.  

11                  (Laughter.)

12                  CHAIRMAN PRETLOW:  Thank you.  

13                  Senator?  

14                  CHAIRWOMAN KRUEGER:  Thank you.  We've 

15           been joined by Senator Weik.

16                  And Senator Murray, ranker on 

17           Libraries, for five.

18                  SENATOR MURRAY:  Thank you very much 

19           on.  

20                  And thank you for being here.  I'm 

21           over here in the corner.  Thank you for being 

22           here and for your testimony.  I have quite a 

23           few questions, but with five minutes I'll 

24           start with the first here.  


                                                                   93

 1                  So recently the Trump administration 

 2           had announced a reversal in policy regarding 

 3           law enforcement and making arrests or going 

 4           into locations deemed as sensitive areas -- 

 5           churches, synagogues, and schools, of course.  

 6           They reversed that policy, and when doing so, 

 7           the media spun it as though they're targeting 

 8           these locations.  Now, ICE officials, other 

 9           officials have come on and said that's not 

10           the case, we are not targeting them, we 

11           simply need to have access in the event, say, 

12           a violent gangbanger is going into a school 

13           to get sanctuary from being caught.  We don't 

14           want that.  We don't want them around our 

15           kids either.  

16                  So in making this change, we've seen 

17           school districts now coming out with their 

18           statements.  And recently, yesterday or the 

19           day before, a district in my Senate district, 

20           the Pat-Med District, says, Law enforcement 

21           can't access school grounds.  They will not 

22           give them access to their school grounds 

23           unless there's a crime being committed 

24           currently on the school grounds or they have 


                                                                   94

 1           a warrant.

 2                  I'm concerned about the message that's 

 3           sending.  Our police officers, whether it's 

 4           through COPE, whether it's through community 

 5           policing, our police, whether it's the PAL -- 

 6           we have police in Suffolk County that take 

 7           kids fishing just to get a relationship, to 

 8           show that we're not the bad guys.  And then a 

 9           statement like this comes out, and it makes 

10           it look like they are the bad guys.

11                  I think we've taken -- statements like 

12           this are taking steps so far backwards and 

13           putting police at such a disadvantage now.

14                  I'd like to know, is there a policy 

15           that you are recommending?  Do you support 

16           this policy?  And do you have a blanket 

17           policy regarding this issue that you are 

18           recommending to school districts?

19                  NYSED COMMISSIONER ROSA:  Sure.  And 

20           I'm more than glad to make sure you have a 

21           copy of.  We worked during the holidays -- 

22           and this is not a new policy, but to -- with 

23           the Governor's office, the AG and our 

24           department, to provide guidance to the 


                                                                   95

 1           schools, under what circumstances -- and it 

 2           was very specific.  

 3                  Our local police officers, many of 

 4           them, to your point, work as part of the 

 5           community and they're known.  This is very 

 6           different when you're going in asking, as you 

 7           know, for, you know, records, information.  

 8           No parent would want that information to be 

 9           provided unless -- and sometimes it's a 

10           question of making sure that there is a 

11           warrant or there is a subpoena.  Whatever it 

12           is, these are two places, you know, 

13           especially -- I won't speak for churches, but 

14           I'll speak for schools.  Schools are places 

15           where, when parents send their children to 

16           school, they want to know that no one other 

17           than that principal in that space, and that 

18           superintendent, are aware that whether 

19           they're being questioned or they're being, 

20           you know, taken out or -- that we follow the 

21           law in terms of what is acceptable and what 

22           is not.

23                  SENATOR MURRAY:  So --

24                  NYSED COMMISSIONER ROSA:  So that 


                                                                   96

 1           guidance, we're more than glad to make it 

 2           available to you.  Because we did send it out 

 3           to all the districts and to all the lawyers 

 4           in the districts, to all the districts and -- 

 5           as a matter of fact, we've sent it out 

 6           several times just to make sure that our 

 7           schools are not only informed but that they 

 8           know the protocols that they have to follow.

 9                  SENATOR MURRAY:  So wouldn't you agree 

10           that there needs to be clarification -- on 

11           both sides.  On both sides.  I think the 

12           Trump administration needs to come forward 

13           and maybe the federal officials need to come 

14           forward to identify exactly what they mean 

15           when they say they need access to the 

16           sensitive areas.

17                  But with that said, when you have 

18           districts making blanket statements like this 

19           that are being -- I don't even know if 

20           "misconstrued" would be the right word.  

21           because it's being received by law 

22           enforcement as a slap in the face.

23                  And might I remind you that I think 

24           most school districts do have SROs in their 


                                                                   97

 1           schools.  They're law enforcement.  So we 

 2           can't pick and choose when they're good and 

 3           when they're not.  You know, I wonder what 

 4           this will also do, a statement like this will 

 5           do to those SROs and how they're seen now.

 6                  NYSED COMMISSIONER ROSA:  Right.  I 

 7           think that, again, the climate that we're 

 8           currently in is very different, as you know.  

 9           So your SRO is very much a part of the fabric 

10           of that school.  You know, we have to be 

11           honest and say that I think the media and the 

12           information that's out there --

13                  SENATOR MURRAY:  Hundred percent 

14           agree.

15                  CHAIRWOMAN KRUEGER:  Thank you.

16                  Assembly.

17                  CHAIRMAN PRETLOW:  Assembly -- you're 

18           taking my job.  

19                  (Laughter.)

20                  CHAIRMAN PRETLOW:  Assemblyman Ed Ra, 

21           ranker on Ways and Means.

22                  ASSEMBLYMAN RA:  Thank you, Chair.

23                  Commissioner, good morning.  Good to 

24           see you.


                                                                   98

 1                  NYSED COMMISSIONER ROSA:  Good 

 2           morning.

 3                  ASSEMBLYMAN RA:  Thank you and your 

 4           team for always being responsive to us when 

 5           we have questions and clarifications needed 

 6           on things.

 7                  I just want to talk about a few 

 8           funding issues -- Foundation Aid, as we know.  

 9           I think we all expected this to be a big, you 

10           know, thing in this year's budget, and we're 

11           kind of not making too many changes relative 

12           to what we saw in the report.  So I want to 

13           ask you just about a few of them.  

14                  I know in the Regents budget proposal 

15           there was a proposal or some talk about 

16           Regional Cost Index.  I was wondering if you 

17           guys have any financial estimate of what it 

18           would have cost to implement what was 

19           proposed and whether that was the type of 

20           thing that we'd have like a large-scale 

21           winners and losers, which is something that 

22           we've all been concerned with when it comes 

23           to updating Foundation Aid.

24                  NYSED CFO COUGHLIN:  That is something 


                                                                   99

 1           we can get back to you on, those details.

 2                  ASSEMBLYMAN RA:  Okay.

 3                  NYSED CFO COUGHLIN:  It does -- I can 

 4           say, to the second part of your question, it 

 5           does drive significant change.  So it is 

 6           important to think about it in the global 

 7           context of supporting our schools.  But with 

 8           respect to specific details, we can get you 

 9           more later.

10                  ASSEMBLYMAN RA:  Okay, thank you.

11                  NYSED CFO COUGHLIN:  Thank you very 

12           much.

13                  ASSEMBLYMAN RA:  And then one of the 

14           other pieces that -- you know, the 

15           Executive Budget doesn't propose any updates 

16           to the "successful schools model."  And I 

17           know that with what's going on within the 

18           board, just wondering if you could comment on 

19           how much of a priority it is to update that 

20           model concerning the new graduation measures 

21           that are being discussed by the Board of 

22           Regents.

23                  NYSED COMMISSIONER ROSA:  It's the 

24           after-school -- you're talking about the 


                                                                   100

 1           extended day?

 2                  ASSEMBLYMAN RA:  I'm talking about the 

 3           "successful schools model" as it pertains to 

 4           Foundation Aid, especially given -- you know, 

 5           it relies currently on Regents exams, and 

 6           with the new graduation measures coming.

 7                  NYSED CFO COUGHLIN:  We do think it's 

 8           important.  As we were developing the Regents 

 9           state aid proposal to support them, we worked 

10           with the major education stakeholders --

11                  ASSEMBLYMAN RA:  Some of my colleagues 

12           are having trouble hearing you.

13                  CHAIRMAN PRETLOW:  Get closer to the 

14           mic?  Thank you.

15                  NYSED CFO COUGHLIN:  Thank you very 

16           much.  Sorry about that.

17                  As part of developing the state aid 

18           proposal, we had numerous conversations with 

19           the big education stakeholder groups, and 

20           they were telling us in such important 

21           language that the expectations for schools in 

22           our state have changed significantly since 

23           that original study.  So it's been -- that 

24           "successful schools" as it currently exists 


                                                                   101

 1           is a number that was analyzed years ago, and 

 2           then inflation has adjusted it.  

 3                  But if the underlying role of 

 4           education has changed significantly in our 

 5           state, it's really important to think about 

 6           that when you try to measure what we need to 

 7           support.

 8                  ASSEMBLYMAN RA:  And then on the 

 9           special education side, I know the Regents 

10           proposal wanted to do a CPI adjustment until 

11           the new methodology is adopted.  Where do we 

12           stand with regard to the tuition rate-setting 

13           methodology study?  

14                  NYSED COMMISSIONER ROSA:  Great 

15           question.

16                  DEPUTY CMMR. MEYERS-RUFF:  We are 

17           currently beginning work on the study, and it 

18           will be completed by July 2027.  And so 

19           the --

20                  ASSEMBLYMAN RA:  I'm sorry, 2027, is 

21           that what you --

22                  DEPUTY CMMR. MEYERS-RUFF:  2027, the 

23           study will be completed.  

24                  But we're beginning the work now.  


                                                                   102

 1           We're meeting with districts, we're getting 

 2           information, we've identified a consultant to 

 3           work with us so that we can get input from 

 4           stakeholders.  But the initial work has 

 5           begun.

 6                  In the meantime, that 3.1 percent CPI 

 7           that you referenced is important because we 

 8           need to make sure that on an annual basis 

 9           that increases are happening while we're also 

10           doing the study.

11                  ASSEMBLYMAN RA:  Agreed.

12                  And then last year, on another type of 

13           special education school, we did $30 million 

14           in capital funding for the 4201 schools.  Can 

15           you provide any update in terms of that 

16           funding and, you know, how much has gone out 

17           the door and where it is in the pipeline?

18                  DEPUTY COMMR. HARMON:  So the 

19           $30 million, there's been $25 million in 

20           awards that have been identified.  Our 

21           contracts administration group is working to 

22           establish that so that those funds can begin 

23           to be made available to those awardees.

24                  There is a pot of I think it's 


                                                                   103

 1           $5 million that was reserved to be able to 

 2           handle emergency capital situations that 

 3           would arise, and so that continues to be 

 4           available as outreach is made, you know, 

 5           under those circumstances.  But we're moving 

 6           forward to be able to move those dollars out 

 7           to the entities that were awarded those 

 8           dollars.  

 9                  ASSEMBLYMAN RA:  Okay, great.  

10                  With my last 20 seconds -- this is 

11           more of a statement.  But, you know, going 

12           back to the CPI with the 853s or as it 

13           pertains to the 4201s, right, we have these 

14           minimum increases we're giving to all our 

15           public schools.  And so many times these 

16           institutions don't benefit from that, so I 

17           think it's very important that we keep that 

18           front of mind and make sure they're getting 

19           increases as well.

20                  NYSED COMMISSIONER ROSA:  Agree.

21                  CHAIRMAN PRETLOW:  Senate?  

22                  CHAIRWOMAN KRUEGER:  Thank you very 

23           much.  

24                  Senator Robert Jackson.


                                                                   104

 1                  SENATOR JACKSON:  So, thank you, 

 2           co-chairs, for putting together this joint 

 3           budget hearing.  

 4                  Commissioner, thank you and your staff 

 5           on behalf of all of the people in the State 

 6           of New York with respect to the job that you 

 7           have.  

 8                  In fact, you had a legislative 

 9           breakfast about two weeks ago, and you 

10           mentioned that you only have about 

11           $20 million.  And I saw the need for what you 

12           say is really about $40 million to straighten 

13           up your beautiful house right across the 

14           street, meaning the State Education Building.  

15           So I applaud you for saying what you really 

16           need.

17                  But also I'm saying what about the 

18           poverty counts and Foundation Aid as a result 

19           of tens of thousands of students are now in 

20           the system that were not there before?  

21           That's number one.  

22                  And then number two, because my time 

23           frame is only two minutes now, is the 

24           Foundation Aid formula is an old formula, 


                                                                   105

 1           very old.  And Michael Rebell and others are 

 2           looking to change that totally.  And it 

 3           reminds me of a car that I had, it was an old 

 4           car, it had 330,000 miles on the car.  It was 

 5           a Volvo wagon.  And I needed to take it in 

 6           for a repair, and the mechanic said, you 

 7           know, it's time to get another one.  So I 

 8           didn't believe him; I took it to another 

 9           place to get a second opinion.  And they said 

10           no.  So I had to get a new car.  

11                  So same thing with the Foundation Aid.  

12           We don't need the old formula.  It's not 

13           working.  It's not really working.  So I just 

14           ask you about those two questions.  And 

15           quickly, I want you to know that the 

16           situation of inaction on governance in 

17           East Ramapo is a major issue, and the kids in 

18           that school district, in the public school 

19           district, are not getting the opportunity for 

20           a sound, basic education which they are 

21           guaranteed under the New York State 

22           Constitution.

23                  NYSED COMMISSIONER ROSA:  So I would 

24           say hold on to that car; it may be an antique 


                                                                   106

 1           and very valuable at some point.

 2                  But I do believe that we have to get 

 3           to a new formula.  And I have been in 

 4           conversation with Michael Rebell.  And one of 

 5           our new partners is AIR, and they do some 

 6           really good research and some good work on 

 7           this issue.

 8                  So I would say one of the things we're 

 9           doing is as we're having conversations about 

10           the -- what I consider to be the journey or 

11           the roadmap has to lead us to a new formula, 

12           no question about it.

13                  SENATOR JACKSON:  The second part?

14                  NYSED COMMISSIONER ROSA:  Yes, on 

15           East Ramapo.  East Ramapo, more than glad -- 

16           I know that also Senator Mayer has been 

17           intimately involved as well in this issue.  

18           It is such a complex issue because you've got 

19           10,000 kids on one side, 30,000 kids on the 

20           other side -- more than glad to meet with you 

21           on this.

22                  CHAIRWOMAN KRUEGER:  You'll have to 

23           follow-up afterwards.

24                  CHAIRMAN PRETLOW:  Right.  Thank you.  


                                                                   107

 1                  Assemblywoman Buttenschon, for three 

 2           minutes.

 3                  ASSEMBLYWOMAN BUTTENSCHON:  Good 

 4           morning, Commissioner and team.  Thank you 

 5           for being here this morning.

 6                  Many of my colleagues have asked 

 7           questions that I had, but I want to shift 

 8           gears to the Career and Education -- the CTE 

 9           programs.  So I have a few questions; I'll 

10           ask them and then give you time to respond.

11                  So first, as we look at many of the 

12           contributing factors to a successful program, 

13           credentialing is one.  And you reflected the 

14           expansion that will happen at the community 

15           colleges.  The first question is, do you have 

16           the staffing to ensure that that 

17           credentialing can be expedited at the 

18           secondary level so that -- as we prep for our 

19           community colleges?  

20                  Second, what is your office doing 

21           different to ensure the teachers' expertise 

22           that is going to be needed, again, to prepare 

23           for our community colleges -- and I know my 

24           colleague talked about staffing, but this is 


                                                                   108

 1           clearly the expertise within the much-needed 

 2           CTE.

 3                  And finally, what is the office doing 

 4           a little differently to ensure our special -- 

 5           our children with special needs are inclusive 

 6           into these great programs?

 7                  Thank you.

 8                  NYSED COMMISSIONER ROSA:  Sure.  Yeah.  

 9           So starting with your question about do we 

10           have the staffing, and the answer is no.  

11           Everybody on our staff is doing at least 

12           seven to 10 jobs as a result of the fact 

13           that, you know, our staffing has really 

14           pretty much been pretty flat.

15                  The one issue that you raise about we 

16           do have conversations with higher ed, both 

17           CUNY, SUNY and others, to really try to 

18           create that continuum and that link in terms 

19           of what are the ways that we can help each 

20           other to help our students make those 

21           transitions.

22                  In terms of CTE, along with our 

23           BOCES --

24                  SR. DEP. COMMISSIONER MATTESON:  Yeah, 


                                                                   109

 1           it's an excellent question about the access 

 2           to CTE for special education students.  And 

 3           they've always had access, but we found 

 4           several years ago that the ability to meet 

 5           their needs, their learning needs while 

 6           they're in those programs, was lacking a 

 7           little bit.  

 8                  And there's been a massive investment 

 9           of both the department's time to consult with 

10           the BOCES and CTE programs to make sure all 

11           the accommodations were provided and those 

12           students were having success, and that they 

13           are getting access to those programs 

14           equitably.

15                  And the BOCES have -- I know this 

16           because of recently being a district 

17           superintendent of a BOCES a couple of years 

18           ago, created two new networks, a special ed 

19           network and a CTE network that now meet 

20           together to ensure that those accommodations 

21           are taking place and those students have 

22           access to those programs.

23                  So they have just the same skill set 

24           available to them to go into workforce 


                                                                   110

 1           development programs after high school.

 2                  ASSEMBLYWOMAN BUTTENSCHON:  Thank you.  

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  Senate?  

 5                  CHAIRWOMAN KRUEGER:  Thank you very -- 

 6           excuse me.  Okay, sorry.  The two chairs are 

 7           debating which of us has the harder 

 8           microphone to use.

 9                  CHAIRMAN PRETLOW:  Mine stays on all 

10           the time now.

11                  (Laughter.)

12                  CHAIRWOMAN KRUEGER:  I'm sorry, we're 

13           up to Senator Weber, for three minutes.

14                  SENATOR WEBER:  Thank you, Chair.

15                  Hello, Commissioner and everyone here 

16           today.  

17                  You know, I wanted to just talk about 

18           the Foundation Aid formula.  I think there's 

19           a lot of -- the recommendations, I think 

20           there are a lot of great recommendations that 

21           are in that report that will help a lot of 

22           school districts in the 38th Senate District.  

23           Primarily, East Ramapo School District would 

24           certainly benefit from a lot of the 


                                                                   111

 1           recommendations in there.

 2                  So I'm encouraged that the Governor 

 3           has some of those recommendations in this 

 4           year, and I hope that we can look at the 

 5           other recommendations as well.

 6                  But I want to go back to, you know, 

 7           obviously the East Ramapo situation.  You 

 8           know, a year ago now we were on Zoom calls 

 9           and we were on conversations with the monitor 

10           where we were told that the district was 

11           going to need -- was $20 million short and 

12           needed a spin-up, wasn't going to be able to 

13           make payroll by July.  Right?  We had many 

14           conversations through the spring.  You had 

15           worked with then-Assemblyman Zebrowski on a 

16           bill to have a fiscal control review board to 

17           take over the district because they were 

18           obviously mismanaging money to the effect of 

19           $20 million.

20                  Lo and behold, we find out over the 

21           summer that they -- or late after the summer, 

22           that they had a $30 million surplus.  Right?  

23                  But in between, you know, you had 

24           made -- and indicated to me that you had 


                                                                   112

 1           started doing a review and that the district 

 2           wasn't in as much dire straits.  Yet in late 

 3           July/early August you took the unprecedented 

 4           steps of, right, directing the school board, 

 5           after the voters only approved a 1 percent 

 6           tax increase, to order and direct the school 

 7           board to implement an additional 4.38 percent 

 8           tax levy.

 9                  Against the voters' will, overriding 

10           the voters, basically directing the school 

11           board members that if you don't vote for it, 

12           I will remove you from the board.  Right?

13                  But you knew at that point, or you 

14           probably were getting an indication at that 

15           point that the district wasn't in a 

16           $20 million deficit as we were misled all 

17           along throughout the year.  And then we find 

18           out, as I said, after -- sometime in October 

19           or November -- they had a $30 million 

20           surplus, a $50 million swing.

21                  Knowing what you know now, do you 

22           regret ordering that directive?  And second, 

23           where do the taxpayers, who are the most -- I 

24           think we're the second-highest property tax 


                                                                   113

 1           county in the country.  Where do those 

 2           taxpayers go to get their refunds?

 3                  NYSED COMMISSIONER ROSA:  Okay.  No, I 

 4           do not regret, because for years, 10 years or 

 5           more, this district has made no commitment to 

 6           the children of this -- you know, the 

 7           children of East Ramapo.  None.  So I don't 

 8           regret that.

 9                  But also, this was very specific to 

10           English language learners.  And so that 

11           was -- you know, that's a misinformation 

12           that's kind of lost in this conversation.

13                  In addition to the confusion, we also 

14           had, as you know, somebody that -- both 

15           people left --

16                  CHAIRMAN PRETLOW:  Thank you.  

17                  NYSED COMMISSIONER ROSA:  More than 

18           glad -- I think we've had this conversation.  

19           More than glad --

20                  CHAIRMAN PRETLOW:  Hold the thought.

21                  NYSED COMMISSIONER ROSA:  -- to 

22           clarify some of these issues.

23                  CHAIRWOMAN KRUEGER:  Thank you.

24                  Assembly.


                                                                   114

 1                  CHAIRMAN PRETLOW:  Okay.  

 2           Assemblywoman Jackson.  

 3                  ASSEMBLYWOMAN JACKSON:  Good, because 

 4           I was freezing.

 5                  Hi, Commissioner.

 6                  NYSED COMMISSIONER ROSA:  Hi.

 7                  ASSEMBLYWOMAN JACKSON:  One of my 

 8           favorite teachers, she happens to be my 

 9           stepmom, she works in a middle school in 

10           Brooklyn, and she spends about 350 -- so far 

11           she's spent about $350 on preparing her 

12           classroom.  And Teachers Choice we have in 

13           the city, they give about 250 back to the 

14           teachers for reimbursement.  

15                  And I think in other parts of the 

16           state they can use a -- they can get a 

17           federal tax credit for their supplies.  

18                  I'm just wondering about your 

19           thoughts -- and it's not in this proposal, 

20           but I'm just wondering about your thoughts on 

21           a state tax credit for professionals to 

22           purchase school supplies.  And I say 

23           professionals because I'm a former 

24           high school social worker, so I have to 


                                                                   115

 1           advocate for them as well.  So just talk to 

 2           me about that.

 3                  And then Teacher Resources Centers 

 4           have been eliminated.  They usually do.  We 

 5           usually reinstate them.  If we don't 

 6           reinstate them, what would the impact be?  

 7                  And a plus-one on East Ramapo.

 8                  NYSED CFO COUGHLIN:  The good work 

 9           that teachers do in their classrooms to 

10           prepare their classrooms is so important.  

11           And I know from my own children's classrooms 

12           the beautiful spaces that they create.  It 

13           certainly saddens us that teachers are 

14           spending their own money on that.

15                  That said, revenue policy makes us a 

16           little nervous.  So I want to hesitate to 

17           answer that question in detail.  But we 

18           understand your point very carefully, and 

19           it's close to our hearts.

20                  ASSEMBLYWOMAN JACKSON:  Gotcha.

21                  NYSED CFO COUGHLIN:  There was a 

22           second part of the question.  Commissioner, 

23           you want to take that?

24                  ASSEMBLYWOMAN JACKSON:  The Teacher 


                                                                   116

 1           Resource Centers.

 2                  NYSED COMMISSIONER ROSA:  The what?

 3                  ASSEMBLYWOMAN JACKSON:  Teacher 

 4           Resource Centers.  They have been eliminated 

 5           in the budget.  We usually reinstate them.  

 6           But just imagine if we didn't -- what would 

 7           that impact be?

 8                  NYSED COMMISSIONER ROSA:  Okay.  Yeah.  

 9           The teacher resources obviously is something 

10           that we are extremely committed to, both from 

11           some tangibles as well as some professional 

12           development.

13                  And I'm going to ask Angelique to talk 

14           about some of the things that we're doing 

15           with them.

16                  DEPUTY CMMR. JOHNSON-DINGLE:  So the 

17           Teacher Resource Center, which we do work 

18           with them directly, knowing and understanding 

19           all of the various initiatives that we have 

20           going on, talking about implementing 

21           culturally responsive, sustaining education, 

22           talking about strategies to support some of 

23           our struggling learners, in addition to 

24           expanding opportunities around instructional 


                                                                   117

 1           best practices with literacy as well as 

 2           numeracy, will not be able to be provided at 

 3           the level that it could be if our Teacher 

 4           Resource Centers are not funded.

 5                  As a former teacher center director 

 6           earlier on in my career, I certainly can 

 7           speak to the amount of professional 

 8           development that was provided that is 

 9           essential to help ensure that teachers are 

10           able to help further the knowledge that they 

11           have to enhance their skills to support 

12           students.

13                  And I'll pass East Ramapo to Jason.

14                  DEPUTY COMMR. HARMON:  Yeah, I would 

15           just quickly note that the order was very 

16           distinct from the structural deficit and the 

17           cash-flow issues that were highlighted, to 

18           the commissioner's point.

19                  CHAIRMAN PRETLOW:  Thank you.

20                  Senate?

21                  CHAIRWOMAN KRUEGER:  Thank you.  

22                  Senator Cleare.

23                  SENATOR CLEARE:  Okay, thank you.

24                  Thank you so much.  I'm going to try 


                                                                   118

 1           to, like, say this really fast because I want 

 2           you to answer, if you can.

 3                  Because of the oversaturation in 

 4           District 5 of charters, and in the Harlem 

 5           portion of District 3, the holes you 

 6           described earlier are really impacting some 

 7           of our traditional public schools, and they 

 8           are being forced to collapse in some cases.  

 9           There's a number of collocations, 

10           disruptions.  

11                  I'm particularly concerned about the 

12           possibility of some of my very young students 

13           that will have to travel further distances to 

14           get to a traditional public school.  And I 

15           just wanted to know if we've factored in the 

16           formula, if we've considered those factors in 

17           supporting District 5 in that way.

18                  Also, I want to ask, is there any 

19           other municipality other than New York City 

20           where they are being forced to pay rent for 

21           charters?  So we're the only ones.

22                  Because those are dollars that I see 

23           that could be used and space that could be 

24           used to attain smaller class size.  


                                                                   119

 1                  And also in visiting some of my 

 2           districts, aside from more clarity needed on 

 3           where ICE can go and what have you, we are 

 4           already seeing parents not bringing children 

 5           to school.  My districts received many of 

 6           those families, and I'm just concerned about 

 7           the impact on the school itself with our 

 8           parents already refusing to come outside, 

 9           even.

10                  NYSED COMMISSIONER ROSA:  Yeah, the 

11           fear is real.  I mean, it's not -- to your 

12           point.

13                  The saturation issue is one that we've 

14           had many conversations with New York City.  

15           And I think even with -- I think Buffalo had 

16           a similar kind of situation, Rochester 

17           somewhat.

18                  We usually try to work with the school 

19           districts in terms of, you know, this kind of 

20           issue, particularly even for us, when we look 

21           at charters that applied for that.  But 

22           that's not -- because we have different 

23           charter entities -- authorizers, thank you.

24                  The issue for us is also that, you 


                                                                   120

 1           know, again -- and I've said this at this 

 2           meeting before, the biggest concern I have is 

 3           that particularly when charter schools take 

 4           children and they don't have services that 

 5           they need, they recommend that they return to 

 6           the public setting.

 7                  When charters take schools and in some 

 8           cases children are -- for whatever reason, it 

 9           is not a good fit, they return.  So there's a 

10           return policy that is disruptive, and there's 

11           also a return policy that I don't understand, 

12           you know, if there's -- if there's a 

13           willingness to work, then we've got to have a 

14           willingness to work with all children and 

15           make sure that the same provisions we have to 

16           make for special education, everybody should 

17           be making and responsible for those 

18           provisions.  

19                  To the question, your excellent 

20           question about -- it's only New York City.  

21           That's what's in law.  And it's New York City 

22           in terms of the --

23                  CHAIRMAN PRETLOW:  Thank you.

24                  Assemblyman Pirozzolo.


                                                                   121

 1                  ASSEMBLYMAN PIROZZOLO:  Good morning, 

 2           Commissioner.  Thank you for being here 

 3           today.

 4                  NYSED COMMISSIONER ROSA:  Good 

 5           morning.

 6                  ASSEMBLYMAN PIROZZOLO:  So I'm really 

 7           not going to comment on your testimony, not 

 8           because it was good or because it was bad.  

 9           Just in my opinion, I feel that it's ancient.  

10           Right?  

11                  Our system seems to be based upon an 

12           agrarian society or an agrarian system, and 

13           hopefully I'm going to be able to plant the 

14           seed with you, and you'll be able to water 

15           it, and together we can watch it grow.

16                  I think that there's plenty of blame 

17           to go around when it comes to the failures of 

18           education -- not trying to say there aren't 

19           many, many successes, because there are.  But 

20           we do a lot of pointing fingers -- you know, 

21           is it the teachers, is it the parents, is it 

22           you, is it you.

23                  So in my effort to become a better 

24           human being, right, I'm going to say that 


                                                                   122

 1           really I now believe that the system is to 

 2           blame, and we need to make some changes to 

 3           the system.  And one of the things I'd like 

 4           to suggest is really maybe a pilot school 

 5           program.  I'd like to see us go to a 12-month 

 6           school year.

 7                  Now, I'm not saying that teachers have 

 8           to spend any more time in a classroom than 

 9           they already do.  I'm not saying that 

10           students have to spend more time in a 

11           classroom or as far as the required number of 

12           days of education.  What I would like to see 

13           is maybe some sort of an opt-in both by 

14           parents or teachers in a pilot school where 

15           it's run more like a college.  Okay?  Because 

16           right now I think that the education system 

17           is really based around the adults who work in 

18           the buildings and not necessarily the 

19           students and their families.  All right?

20                  I'd like to see that maybe we could 

21           possibly incorporate our after-school 

22           programs within the school day, maybe even 

23           make them part of the curriculum.  It might 

24           be easier to secure funding for them that 


                                                                   123

 1           way.  I mean, I know our schools are open 

 2           12 months out of the year anyway, but not 

 3           necessarily in a formal education setting.  

 4           And if it were, we would be able to possibly 

 5           to prevent the drop off in education that we 

 6           have, you know, once we go into summer school 

 7           or do things like that or when we come back 

 8           in September.

 9                  So I think that there could be 

10           benefits, you know, from that.  And I think 

11           it's something that we kind of need to 

12           explore.  Because as I said, you know, this 

13           is my third Education hearing, and other than 

14           the different topics of the day, every part 

15           of the conversation and everything that 

16           everyone suggests and talks about is exactly 

17           the same.  And I feel that, you know, we have 

18           certainly been, in my opinion, failing some 

19           of our students, our most neediest students, 

20           for generations.

21                  NYSED COMMISSIONER ROSA:  So I just 

22           want to say that, to your point, I was -- and 

23           I'm going back to 1993, '94, '95, '96, in 

24           that space.  I was the principal of a middle 


                                                                   124

 1           school and -- and Senator Jackson was my 

 2           board president.  Open six days a week -- 

 3           Saturday.  Open till 10 p.m. every night.  

 4           That school was the first Community School, 

 5           218.  So as innovative as I know you're 

 6           stating and it sounded, that was open all 

 7           year round, and exactly to this -- Children's 

 8           Aid Society was our partner.  So this has 

 9           been tried and done.

10                  CHAIRMAN PRETLOW:  Thank you.  Thank 

11           you.

12                  ASSEMBLYMAN PIROZZOLO:  Well, I meant 

13           a little bit more than a Community School, 

14           but thank you very much.  I appreciate 

15           everyone being here today.

16                  CHAIRMAN PRETLOW:  Senate?

17                  CHAIRWOMAN KRUEGER:  Senator Weik.

18                  SENATOR WEIK:  Thank you.

19                  Good morning, Commissioner.

20                  NYSED COMMISSIONER ROSA:  Good 

21           morning.

22                  SENATOR WEIK:  Thank you for being 

23           here today.  

24                  I know our schools are facing so many 


                                                                   125

 1           challenges with education and so many 

 2           multiple changes financially.  One of the 

 3           big -- lots of my questions have already been 

 4           asked, but one of the other issues that 

 5           hasn't been touched on yet is the mascot 

 6           issue. 

 7                  I have five schools in my district, 

 8           and just to the west of me I know 

 9           Senator Rhoads has three schools that are 

10           being affected, to the tune of millions of 

11           dollars.

12                  With all of the educational and the 

13           necessary changes that are happening in our 

14           schools, this is really a noneducational, 

15           kind of non-necessary burden that we're 

16           putting on our school districts.  In the 

17           summer of 2023 I had a meeting where we had 

18           all eight schools plus three leaders from our 

19           local Indigenous tribes.  We had reached out 

20           to you and invited you; we got no response 

21           from you or any representative attending the 

22           meeting.

23                  And the school districts are really 

24           looking to work with the regulation, try to 


                                                                   126

 1           find out what are the rules, and they've 

 2           really been hitting a dead end.

 3                  So my question to you is, what 

 4           guidance do you plan on providing or what 

 5           assistance or extensions are you looking to 

 6           reach out to those schools who are really 

 7           struggling at this time with all of the rest 

 8           of the -- you know, the electric bus mandate, 

 9           the changes in Foundation Aid, the changes in 

10           our educational system.  So what do you plan 

11           on doing to reach out and make sure that 

12           you're communicating with these school 

13           districts?

14                  NYSED COMMISSIONER ROSA:  Sure.

15                  SR. DEP. COMMISSIONER MATTESON:  So 

16           there is still time, obviously, to have our 

17           districts move into this space.  There's been 

18           constant communication.  We've had an 

19           Indigenous office that has got a committee 

20           that's given us a lot of feedback.  And we've 

21           had a person who's a point person.  And we 

22           certainly want to continue to communicate, to 

23           hear more information on what the roadblocks 

24           are.  


                                                                   127

 1                  I think the commissioner intends to be 

 2           as flexible as she possibly can be within the 

 3           confines of what we've heard and the Board of 

 4           Regents regulation that has been adopted.  

 5           And --

 6                  SENATOR WEIK:  Okay, so at this point 

 7           the school districts are not getting any 

 8           communication back from anyone.  So they've 

 9           been reaching out to the group that no one 

10           knows who they are and saying, okay, well, 

11           our mascot was never founded on the premise 

12           of being Indigenous or -- they have different 

13           arguments.  And they can't seem to get any 

14           response from anyone.  So when you say that 

15           they're responding back to them, I have to 

16           disagree with that.  I've got five school 

17           districts that are telling me they're not 

18           getting any response at all.

19                  NYSED COMMISSIONER ROSA:  So if you 

20           can send us information, because I'm going to 

21           tell you, we meet with the districts, we 

22           meet -- we only have four districts that 

23           have -- you know, are not in the process of 

24           having responded to this issue, number one.  


                                                                   128

 1                  We meet with the Nations.  We've had 

 2           guidance out there.  We've had conversations.  

 3           So to be quite honest with you, this has been 

 4           an ongoing conversation with our districts.  

 5           They reach to us through --

 6                  (Overtalk.)

 7                  SENATOR WEIK:  If there was good 

 8           communication, there probably wouldn't be a 

 9           lawsuit.  And there is a lawsuit pending with 

10           a lot of my districts.

11                  NYSED COMMISSIONER ROSA:  Yeah, the 

12           lawsuit is four districts.

13                  CHAIRMAN PRETLOW:  Thank -- thank you.

14                  Assemblywoman Pheffer Amato.

15                  ASSEMBLYWOMAN PHEFFER AMATO:  Good 

16           morning.  Thank you, Commissioner, for your 

17           testimony and for your team being here.

18                  As you know, any child with an IESP 

19           that needs services has the right to get them 

20           in New York.  In the event that the district 

21           cannot provide such services, the parent can 

22           make the request that the district approve 

23           for a private provider to provide these 

24           services.  If the district says no, a parent 


                                                                   129

 1           can get a fair hearing, as is their right.  

 2                  However, this past summer the New York 

 3           State Board of Regents made an amendment to 

 4           the rule that appeared to eliminate the right 

 5           to a due process hearing with districts 

 6           entirely when it came to obtaining special 

 7           education services.  Meaning parents, 

 8           specifically in my community, cannot appeal a 

 9           no decision by the district.

10                  Thankfully a judge issued a temporary 

11           restraining order, but this case is still 

12           pending in court.

13                  My question is, how can taking away 

14           the right to a due process hearing help 

15           children, especially in our non-public 

16           schools where the districts cannot provide 

17           these services?  How is denying a child these 

18           services helpful?

19                  NYSED COMMISSIONER ROSA:  Sure.  So 

20           the actual action that we took was that if 

21           you look at the backlog, for many, many -- 

22           you know, it's information that we're more 

23           than glad to share.  We've had to add OATH 

24           hearing officers because of the fact that in 


                                                                   130

 1           many cases -- and I know the AG's involved 

 2           with this -- we've had some amazing, 

 3           unbelievable amounts of corruption, and we've 

 4           had an unbelievable amount of misuse and 

 5           abuse of some of these -- you know, where 

 6           we've had hearings where the parents haven't 

 7           shown up and hearings where the amount of 

 8           dollars that are being requested are -- you 

 9           know, you're talking about for -- you know.  

10                  So let me just finish with more than 

11           glad to walk you through, because this is a 

12           complex situation and we've been working 

13           very, very closely with New York City to try 

14           to resolve the issues at the local level with 

15           the parents, and to make sure that things 

16           don't automatically -- and some of these 

17           agencies are the ones that are moving 

18           forward -- come to a due process proceeding 

19           where some of it can be locally resolved.  

20                  And so the response the district took, 

21           along with the department, was in order to 

22           find solutions to try to get at these issues, 

23           rather than looking for -- if you're looking 

24           for $500 an hour when in fact -- those are 


                                                                   131

 1           taxpayers' dollars.

 2                  ASSEMBLYWOMAN PHEFFER AMATO:  With all 

 3           due respect --

 4                  NYSED COMMISSIONER ROSA:  So -- yeah, 

 5           so --

 6                  ASSEMBLYWOMAN PHEFFER AMATO:  So on 

 7           the umbrella of corruption, we deny.  And a 

 8           parent is paying four times a week for 

 9           services for their child because we want -- 

10           there's corruption over here.  But there is 

11           not a solution, because it's coming out of 

12           pocket.  And if you have several children, 

13           that's expensive.

14                  So if a parent's going to choose -- we 

15           could all use the example of eggs.  How do I 

16           buy eggs and pay for services at $85 an hour.  

17           So that's not a solution.

18                  NYSED COMMISSIONER ROSA:  No, no, 

19           that -- $85 is not the case.  So --

20                  ASSEMBLYWOMAN PHEFFER AMATO:  But I'm 

21           saying that's what they -- if they have to 

22           find a private provider.

23                  (Overtalk.)

24                  CHAIRMAN PRETLOW:  Thank -- thank 


                                                                   132

 1           you --

 2                  ASSEMBLYWOMAN PHEFFER AMATO:  So we're 

 3           taking the money out of their pockets.

 4                  CHAIRMAN PRETLOW:  Thank you, 

 5           Assemblywoman.

 6                  Senate?

 7                  NYSED COMMISSIONER ROSA:  We'll -- 

 8           we'll share with you what the solutions --

 9                  ASSEMBLYWOMAN PHEFFER AMATO:  I need 

10           solutions.

11                  CHAIRWOMAN KRUEGER:  Thank you.  

12                  Senator Brisport.

13                  SENATOR BRISPORT:  {Mic issues.}  

14           Thank you -- oh, wow, okay.  Good morning, 

15           everybody.  Thank you, Madam Chair, and thank 

16           you, Commissioner and to the team.  I know 

17           it's no easy feat to be going two hours 

18           straight and then some, so I appreciate your 

19           time.

20                  I wanted to start by just echoing some 

21           of the concerns from some of my colleagues, 

22           Senator Cleare and Senator Bynoe, about the 

23           proliferation of charter schools in certain 

24           districts.  


                                                                   133

 1                  I have School District 16 in my 

 2           district, which is now approaching a 50-50 

 3           split for every one child enrolled in public 

 4           school, there's one child enrolled in a 

 5           charter school.  So I do just echo their 

 6           concerns and hope there can be more work done 

 7           around geographic understanding of where they 

 8           are requesting these charters and where they 

 9           are setting up.

10                  But I do have a question about part of 

11           your written testimony, Commissioner.  You 

12           say that siloing childcare from 

13           prekindergarten is a problem that "will 

14           ultimately harm children and hinder our 

15           ability to provide them with the best 

16           possible start in life."

17                  I am very curious to hear more about 

18           that.  Could you say a little bit more about 

19           that?

20                  NYSED COMMISSIONER ROSA:  Yeah.

21                  DEPUTY CMMR. JOHNSON-DINGLE:  So 

22           ultimately through universal pre-K funding, 

23           whether it is through a state -- the 

24           statewide funding stream or whether it is 


                                                                   134

 1           through the universal pre-K funding stream, 

 2           we are limited in nature in regards to some 

 3           of the monitoring and oversight.  And that 

 4           really is, again, entrenched in the laws, 

 5           3602-E and 3602-EE, understanding that the 

 6           funding streams are governed very 

 7           differently, which does create some 

 8           constraints on our part.

 9                  However, I also would be remiss if I 

10           did not admit that for childcare settings, 

11           the State Education Department does not have 

12           jurisdiction and oversight with that.  That 

13           is overseen by OCFS.  And we do work very 

14           closely with OCFS.  We've actually spent the 

15           past year creating a committee where we bring 

16           folks from the school side and our childhood 

17           settings together to talk about some of 

18           the -- maybe some of the inconsistencies we 

19           see as far as what's happening educationally, 

20           how we can better support our community-based 

21           organizations in providing education and 

22           support for students.

23                  So ultimately we do our -- both 

24           settings are overseen by two separate 


                                                                   135

 1           agencies, but we do attempt to work together 

 2           to try to support students.  Because at the 

 3           end of the day, it is all about the children.

 4                  SENATOR BRISPORT:  Thank you.

 5                  CHAIRWOMAN KRUEGER:  Assembly.

 6                  CHAIRMAN PRETLOW:  Assemblywoman Cruz.

 7                  ASSEMBLYWOMAN CRUZ:  There we go.  

 8           Thank you.  Good to see you again, 

 9           Commissioner.  I want to thank you publicly 

10           for all your help and your team's help in 

11           making sure we got Clean Slate right.

12                  Putting aside the fact that unfettered 

13           access to schools by law enforcement is 

14           likely a violation of FERPA, which is federal 

15           law, the humane thing to do is to ensure that 

16           our kids can go to school without the fear of 

17           being picked up by ICE.  Extreme examples of 

18           law enforcement looking for gangbangers is 

19           how folks look to sugar-coat this whole 

20           situation.  But the reality is that 

21           enforcement is going to look like 

22           undocumented kids being picked up if the DACA 

23           program ends, formerly DACA-documented 

24           teachers or volunteers being picked up at the 


                                                                   136

 1           schools.  

 2                  And I know this because I was one of 

 3           those kids who went to school undocumented in 

 4           the '90s when we didn't have the sensitive 

 5           locations memo.  And now that it's gone, you 

 6           mentioned that you are providing schools with 

 7           guidance.  Is it correct to assume that there 

 8           is nothing in the law that makes it extremely 

 9           clear that immigration civil enforcement 

10           should not be happening in schools?

11                  And the second question, as a 

12           colleague mentioned earlier, there is a 

13           staffing shortage when it comes to teachers.  

14           The department provides multiple licenses to 

15           many of these industries that right now don't 

16           have workers, including teachers and 

17           including nurses.  Thousands of those 

18           licenses are currently held by DACA 

19           New Yorkers.  Over the years there's been an 

20           attempt to end the DACA program.  If the 

21           program in fact ends, is the Department of 

22           Education ready to protect that data, ready 

23           to protect the licenses of these students -- 

24           I mean, teachers, nurses, et cetera?  


                                                                   137

 1                  And if it is not, would you be willing 

 2           to consider legislation around this?  I 

 3           happen to have a bill around this, and I'd 

 4           love to talk to your team about it.

 5                  NYSED COMMISSIONER ROSA:  Yeah, we 

 6           should talk about it.  But definitely, yes, 

 7           we are committed to the protection, to your 

 8           point.

 9                  ASSEMBLYWOMAN CRUZ:  And on the first 

10           question, there is no current law that 

11           actually ensures that civil immigration law 

12           is not being enforced in schools, only 

13           guidance, is what you're saying?

14                  NYSED COMMISSIONER ROSA:  Yeah, so -- 

15           so we have worked with, in our guidance, 

16           which I'm sure you saw --

17                  ASSEMBLYWOMAN CRUZ:  Yes.

18                  NYSED COMMISSIONER ROSA:  -- with the 

19           AG's office, all of our counsel, all our 

20           general counsel, along with the AG, along 

21           with the Governor's, worked on those 

22           guidance.

23                  ASSEMBLYWOMAN CRUZ:  So the answer is 

24           yes, only guidance, no state law.


                                                                   138

 1                  NYSED COMMISSIONER ROSA:  Yes.  Yes.

 2                  ASSEMBLYWOMAN CRUZ:  Thank you.

 3                  CHAIRMAN PRETLOW:  Senate?  

 4                  CHAIRWOMAN KRUEGER:  Senator Tom 

 5           O'Mara, ranker, five minutes.  

 6                  SENATOR O'MARA:  Good morning.  Thank 

 7           you all for being with us today.  

 8                  I have, on behalf of our newest 

 9           Senator on our side of the aisle, 

10           Senator Chan, from New York City, who also 

11           wishes to reiterate Senator Liu's Happy Lunar 

12           New Year to everybody.  And the first day of 

13           no school on Lunar New Year, and you're all 

14           here.  Thank you very much.  

15                  (Laughter.)

16                  SENATOR O'MARA:  We appreciate that.

17                  But Senator Chan has a question.  He's 

18           unable to be here today.  Senator Chan has 

19           been an elected parent representative in 

20           New York City schools since his daughters 

21           were in kindergarten.  Senator Chan is deeply 

22           familiar with the diverse needs of individual 

23           school communities.  Many schools do not 

24           experience significant cellphone-related 


                                                                   139

 1           challenges, and in some cases parents may not 

 2           support a blanket cellphone ban.

 3                  Senator Chan strong advocates for 

 4           empowering school leadership teams comprised 

 5           of parents, teachers and administrators to 

 6           develop tailored cellphone policies that best 

 7           address the unique needs and circumstances of 

 8           their respective schools.

 9                  Can you address Senator Chan's 

10           concerns with regard to this blanket policy?

11                  NYSED COMMISSIONER ROSA:  Yeah.  I 

12           did, Senator, address the fact that we 

13           totally, as a department, believe in the 

14           local control.  And we believe in the fact 

15           that individual districts have been doing a 

16           great job in addressing these issues.

17                  We do also believe that the 

18           opportunities for districts to engage with 

19           parents and with community members, students 

20           and so forth to ensure that there is a policy 

21           and there's a plan in that school and in that 

22           district, is extremely important.  So there's 

23           agreement there.

24                  SENATOR O'MARA:  Thank you for that.


                                                                   140

 1                  Now, a question from myself.  And 

 2           while we certainly appreciate the 2 percent 

 3           floor for the districts, the wide majority of 

 4           the districts, school districts in my Senate 

 5           district are at 2 percent.  Given inflation 

 6           in the country and, more importantly, in the 

 7           New York region, Northeast region, inflation 

 8           still exceeds 4 percent of CPI.  

 9                  How is 2 percent adequate for these 

10           districts to keep up with these inflationary 

11           pressures?

12                  NYSED CFO COUGHLIN:  I'd like to start 

13           by saying that the board and the staff at the 

14           department have expressed strong concerns 

15           around the state that every student have the 

16           opportunity to prepare for college and 

17           career.  And the aid formulas and the aid 

18           that's provided from the state should support 

19           that.

20                  So 2 percent is less than 4 percent, 

21           so that is a challenge.

22                  SENATOR O'MARA:  I think it's 

23           something we should be looking at as a 

24           Legislature, to the importance of education 


                                                                   141

 1           for every student in this state to at least 

 2           keep up with inflation for the costs of 

 3           operating our schools.

 4                  Can you tell us how -- given this 

 5           2 percent floor, on the save harmless issue 

 6           that was such a big discussion point last 

 7           year, where are we on save harmless?  Is that 

 8           what's playing into this 2 percent floor?  Or 

 9           do they interact at all?

10                  NYSED CFO COUGHLIN:  There are more 

11           districts on save harmless this year than 

12           there were last year.  So the 2 percent 

13           applies to more districts around the state.  

14                  I think my -- I'm going to defer to my 

15           colleague Jeff Matteson, because our response 

16           to the save harmless concerns last year was a 

17           lot of that regionalization work, and perhaps 

18           Jeff can talk about that.

19                  SR. DEP. COMMISSIONER MATTESON:  I 

20           think part of the issue here is, to your 

21           point, when you try to shoehorn some 

22           modifications of the Foundation Aid into what 

23           the old law would have generated anyway, 

24           there were some compromises made.  If you're 


                                                                   142

 1           going to try to stay at 1.7 and you want to 

 2           change some things that make it more 

 3           equitable from the recommendations of the 

 4           Rockefeller Institute, something has to give.  

 5           And so instead of a 3 percent floor, you have 

 6           a 2 percent floor.

 7                  We're fortunate because I think the 

 8           reaction from last year on the hold-harmless 

 9           issue, that they announced early that they 

10           were not going to start eating into that.  We 

11           were very concerned about that, obviously.  

12           And even in the report they said there should 

13           be a three-to-five-year drawdown.  

14                  But really what we need is we need to 

15           study this issue about how much it actually 

16           costs to educate a kid from each segment of 

17           the state so that we can meet your goal of 

18           educating --

19                  SENATOR O'MARA:  Thank you.

20                  CHAIRMAN PRETLOW:  Thank you for your 

21           response.  

22                  Assemblywoman Torres is next, but I 

23           will pause until the commissioner returns.  

24                  And she's returning.  Are we good?


                                                                   143

 1                  NYSED COMMISSIONER ROSA:  We're good.

 2                  CHAIRMAN PRETLOW:  Okay.

 3                  ASSEMBLYWOMAN TORRES:  Thank you, 

 4           Chair.  Thank you, Commissioner.

 5                  Many of my questions have been posed, 

 6           but I have some concerns about the Governor's 

 7           budget and the decreases in particular and 

 8           the impact on your work.

 9                  First, on Summer School of the Arts 

10           and arts education in general, I represent a 

11           high-need economically challenged district 

12           where these components of education are not 

13           thoroughly provided at all, in the South 

14           Bronx.  So I'm interested to know 

15           particularly the decreases in the 

16           Summer School for the Arts and arts 

17           education, as well as the decrease in funding 

18           for financial literacy.  

19                  Look, we know that in high-need 

20           districts we don't have access, exposure to 

21           financial literacy.  And then when you get to 

22           college, if you get to college, you get a 

23           credit card application right away.  So these 

24           are the types of things that I truly care 


                                                                   144

 1           about, and I'd like to know more information 

 2           about the funding, the decreases and the 

 3           impact that it's going to have on your work.

 4                  NYSED COMMISSIONER ROSA:  So -- go 

 5           ahead, and then I will --

 6                  NYSED CFO COUGHLIN:  We were 

 7           disappointed to see the reduction in funding 

 8           that was offered for the School for the Arts.  

 9                  And, you know, that work that we've 

10           been doing there supports the in-person 

11           programs, but it's also been supporting 

12           programs so that students who are at their 

13           homes can participate in summer arts 

14           programming, which is intended to provide 

15           students in districts like yours the 

16           opportunity to do that.  

17                  So that was a disappointment, and we 

18           certainly hope that that will be addressed in 

19           the enacted budget.

20                  NYSED COMMISSIONER ROSA:  And with the 

21           financial literacy, we did get $400,000 that 

22           we are using and using well, so I'm going to 

23           turn it to Angelique.

24                  DEPUTY CMMR. JOHNSON-DINGLE:  And one 


                                                                   145

 1           of the -- one recommendation that came out of 

 2           the grad measures recommendation was to 

 3           require instruction in financial literacy 

 4           beyond what is already happening and our 

 5           participation in government and economics 

 6           required courses. 

 7                  But to your point, for children to 

 8           understand the impacts of making very sound 

 9           financial decisions and how it will help to 

10           support them through their life, we are, as 

11           part of our plan to make some adjustments to 

12           high school graduation requirements, are 

13           looking to require financial literacy 

14           across -- I want to say beginning the school 

15           year of '26-'27.

16                  We are looking forward to working with 

17           some partners in the field, including our 

18           state comptroller's office, to help build out 

19           not just resources for school districts to 

20           follow, but also giving folks the flexibility 

21           to implement it in a way that works within 

22           the context of their community.

23                  So right now we currently have schools 

24           that will offer an entire course in personal 


                                                                   146

 1           finance and financial literacy.  And then you 

 2           have others where it is integrated across in 

 3           different courses.  So leaving that flexible, 

 4           requiring it for '26-'27, we believe will get 

 5           to the recommendation made by the Blue Ribbon 

 6           Commission about requiring financial literacy 

 7           for all students.

 8                  NYSED COMMISSIONER ROSA:  And it was 

 9           the number-one issue recommended by the 

10           students during the Blue Ribbon.

11                  CHAIRMAN PRETLOW:  Thank you.

12                  Senate?

13                  CHAIRWOMAN KRUEGER:  Thank you.

14                  Senator Borrello.  

15                  SENATOR BORRELLO:  Thank you, 

16           Madam Chair.  

17                  Thank you all for being here.

18                  The number-one concern by far when I 

19           speak with school districts and 

20           administrators across my district is the 

21           electric school bus mandate.  It is creating 

22           a lot of concern and consternation.

23                  Right now this program, this mandate 

24           is woefully underfunded, to the tune of 


                                                                   147

 1           multiple billions of dollars.  Some school 

 2           districts are looking at multi-million-dollar 

 3           changes to electric infrastructure.  So right 

 4           now we're looking at being forced -- because 

 5           we also have votes that are going down, 

 6           right?  You have voters that are in districts 

 7           that have voted down the purchase of these 

 8           electric school buses, even when they've gone 

 9           to really good measures to try to educate 

10           them on these buses.  

11                  So my first question is, what is going 

12           to happen to those school districts?  Will 

13           there be punishment if they're not able to 

14           execute and meet these mandates?

15                  NYSED COMMISSIONER ROSA:  Jason?

16                  DEPUTY COMMR. HARMON:  You want to 

17           start, Christina?

18                  NYSED CFO COUGHLIN:  We share your 

19           concern about the financial impact of this.  

20           You know, as the State Education Department 

21           we're not the lead in implementing that, but 

22           we have been trying to provide as much 

23           support as we can to districts.  And we're 

24           hearing the same thing as you are.  So no 


                                                                   148

 1           argument there, but --

 2                  SENATOR BORRELLO:  I would like, I 

 3           guess, some really -- you know, some vocal 

 4           opposition from you all because you see 

 5           what's -- because now they're going to have 

 6           to start choosing between providing critical 

 7           educational services, including meals for our 

 8           kids, you know, healthcare, you know, mental 

 9           health support, so that they can meet this 

10           ridiculous boondoggle mandate.  

11                  I mean, we're going to have to lay off 

12           teachers.  We're going to have to do things 

13           that have nothing to do with education to 

14           meet what is a virtue-signaling mandate.  So 

15           I would like to see at least this being 

16           expressed.

17                  In the dollars and cents of it, by the 

18           way, you have the ability to lay out very 

19           clearly what it's really going to cost.  You 

20           know, just the cost of the difference between 

21           a gas school bus and an electric school bus 

22           across the state is about $8 billion.  Not to 

23           mention multiple billions in infrastructure 

24           that's needed.  And we don't know these 


                                                                   149

 1           things are safe and reliable.

 2                  Why not push for a pilot program?

 3                  DEPUTY COMMR. HARMON:  So, Senator, 

 4           just to your point, so earlier this school 

 5           year, I believe in late fall the department 

 6           issued a report based on information that we 

 7           had done collecting from the field broadly 

 8           about their implementation that's either 

 9           currently underway or plans for moving 

10           forward.

11                  We know, to your point, there's only 

12           right now in the state I think it's 54 

13           districts who indicated to us, out of about 

14           600 that responded to the survey, that they 

15           have zero-emission buses that are in their 

16           fleet and out operating by the end of the 

17           current school year.

18                  That number is anticipated to grow 

19           over the next couple of years, but I think 

20           one of the big areas of concern that we've 

21           heard from folks in particular is just having 

22           a capture of those costs and what the impact 

23           will be.  The need for studies, both 

24           individual districts as well as looking at 


                                                                   150

 1           things from a regional perspective through 

 2           the work that some of our --

 3                  SENATOR BORRELLO:  So you support 

 4           doing a study, rural, urban, suburban.

 5                  DEPUTY COMMR. HARMON:  A study is 

 6           critical, and being able to provide support 

 7           for those studies to be done is going to be 

 8           essential.

 9                  SENATOR BORRELLO:  Thank you.  I'm 

10           glad to hear you say that.  Thank you very 

11           much.  

12                  NYSED COMMISSIONER ROSA:  Yeah, and 

13           we've made that available.

14                  SENATOR BORRELLO:  Thank you.  

15                  CHAIRMAN PRETLOW:  Thank you.  

16                  Assemblywoman Mitaynes.

17                  ASSEMBLYWOMAN MITAYNES:  Thank you.  

18                  Good morning.  I'm State 

19           Assemblymember Marcela Mitaynes, and I 

20           represent the 51st Assembly District -- 

21           that's South Brooklyn along the waterfront.  

22                  I want to talk to you about special 

23           education programs, particularly the 

24           non-public schools and the 4410 problems that 


                                                                   151

 1           are facing a significant staffing shortage.  

 2           How do you plan to support these schools in 

 3           recruiting and retaining qualified educators 

 4           and staff to ensure that students with 

 5           disabilities receive high-quality services?

 6                  DEPUTY CMMR. MEYERS-RUFF:  Thank you.  

 7           We agree that there needs to be more 

 8           staffing.  One of the real challenges is 

 9           getting us to parity and making sure that the 

10           schools have the funding that they need.  And 

11           that's an issue that we've been for several 

12           years advocating for:  Additional parity so 

13           that the schools have the funding they need 

14           to maintain the staff that they need for the 

15           students.

16                  NYSED COMMISSIONER ROSA:  And just so 

17           you know, we've also, in our department this 

18           year, we've made a change for the purpose of 

19           continuum.  We have P-12, you know, our 

20           special education along with ACCES-VR, so 

21           that there is a continuation, a continuum, 

22           and it's all under Ceylane.  So we've put it 

23           all in one place so that we don't have those 

24           breaks in between -- the whole focus for us 


                                                                   152

 1           is also not just the staffing, the resources, 

 2           but professional development and the support 

 3           that both our public as well as non-publics 

 4           need.

 5                  ASSEMBLYWOMAN MITAYNES:  Thank you.

 6                  I yield the rest of my time.

 7                  CHAIRWOMAN KRUEGER:  Excuse me.  We've 

 8           been joined by Senator Stec, three minutes. 

 9                  SENATOR STEC:  Hi.  Good morning.  

10           It's very efficient of me.

11                  NYSED COMMISSIONER ROSA:  Good 

12           morning.

13                  SENATOR STEC:  I apologize for my 

14           delayed arrival here today; I had something 

15           in the district, so I missed some of the 

16           questioning.  So I'll be very brief.  

17                  I wanted to follow up, though, on 

18           Senator Borrello's discussion on electric 

19           vehicles, electric bus mandate.

20                  You're familiar with my district.  

21           It's one of the largest Senate districts in 

22           the state -- in the North Country -- because 

23           it's very rural.  And I've got schools that 

24           have complained, they said, look, we can't 


                                                                   153

 1           turn around a bus and charge it.  They need 

 2           multiple buses because they can't have the 

 3           same bus running out and doing multiple runs.

 4                  I'm not going to bore you all with my 

 5           thoughts on electric vehicles, but clearly 

 6           there's a range issue and clearly it varies 

 7           geographically in the state based on 

 8           ruralness and based on the weather.

 9                  But Governor Hochul was very quick 

10           last year to hit the pause button on her own 

11           for congestion pricing.  Would you encourage 

12           Governor Hochul that maybe now is a good time 

13           to hit the pause button on the electric bus 

14           mandate before we get too far down this path 

15           and spend a lot of money?  I mean, we 

16           literally are putting the cart before the 

17           horse.  And, you know, I mean it's one thing 

18           for me to say it, but if you're hearing it 

19           from the schools as I am -- and I suspect you 

20           are -- she needs to hear it from you. 

21                  NYSED COMMISSIONER ROSA:  Yeah, and I 

22           think you were not here when we gave the 

23           example of the data that we've been 

24           collecting with the 54 school districts out 


                                                                   154

 1           of the, you know, close to 700.  So we are 

 2           hoping that as we're doing this study 

 3           and the -- obviously, as we're getting the 

 4           information, that we can all come together 

 5           and take a look at this.  And you know that 

 6           part of our journey has been to go and 

 7           specifically speak to our communities in 

 8           these kinds of situations.  We've also been 

 9           to the rural school districts, where you know 

10           that that is the one hot topic that has come 

11           up constantly.

12                  So I think that there's enough 

13           conversations around this and, you know, 

14           giving voice to this issue that I do think 

15           collectively it is a moment to really take 

16           stock on this issue.

17                  SENATOR STEC:  I appreciate that.  

18           Again, I mean, I pointed out to the 

19           congestion pricing pause just for my 

20           colleagues and for the Governor's office if 

21           they're listening -- I assume they are.  She 

22           has tools available to hit the pause button 

23           in that regard.

24                  And again, this is a population of 


                                                                   155

 1           people, the school superintendents -- these 

 2           are not right-wingers, these are people that 

 3           want to -- you know, they're believers in the 

 4           mission, whereas maybe we're not all 

 5           unanimous in that.  But I think that they as 

 6           a group are, and they're the ones that are 

 7           saying, Look, this is not practical for us.  

 8           Perhaps a pilot program in an area where it 

 9           makes the most sense.  In the meantime, you 

10           let technology march forward for a few years, 

11           we learn from those things in other areas 

12           where range and climate isn't as big an issue 

13           as it is in the North Country.

14                  That's my time, but I -- and I want to 

15           thank you, though, Commissioner, on a 

16           personal level for some of the work that 

17           you've done for me and some of my projects 

18           and issues within my district.  Thank you 

19           very much.

20                  NYSED COMMISSIONER ROSA:  You're 

21           welcome.

22                  CHAIRMAN PRETLOW:  Thank you.

23                  We've been joined by 

24           Assemblywoman Rozic.


                                                                   156

 1                  Our next questioner is 

 2           Assemblywoman Simon.

 3                  ASSEMBLYWOMAN SIMON:  Thank you.

 4                  Thank you, Commissioner, for your 

 5           testimony.  As usual, there's not enough 

 6           time.  But I wanted to, just if I could, 

 7           support Assemblymember Pheffer Amato with 

 8           this IESP thing, because the real danger is 

 9           that -- in fact, I know New York City is not 

10           invested in paying enough for independent 

11           hearing officers.  They take forever to repay 

12           people who are entitled to reimbursement.  

13           That creates, then, this colossal mess that 

14           I'm not sure is really addressed by the 

15           approach that was taken.

16                  Secondarily, I also want to support 

17           Assemblymember Carroll's comments about the 

18           dyslexia task force recommendations -- which, 

19           as you know, are very much needed -- to have 

20           in-house expertise.  And that's accessible to 

21           those in K-12 as well as, as you know, higher 

22           ed.

23                  This is my question for you, whether 

24           it would -- how much it might cost to hire a 


                                                                   157

 1           couple of people with expertise in the 

 2           research in science of reading as well as the 

 3           delivery, so the person who's actually 

 4           skilled in the instruction, using structured 

 5           literacy.

 6                  And then connected to that, we talked 

 7           about libraries and the importance of school 

 8           libraries, and decodable texts, which 

 9           actually can get kids hooked on learning, 

10           particular those kids with dyslexia, but not 

11           exclusively.

12                  Thank you.

13                  NYSED COMMISSIONER ROSA:  So we're 

14           more than glad to go back because we're so 

15           excited about your idea of having 

16           residencies, you know, individuals who have 

17           this kind of expertise.  Clearly we have been 

18           spending resources to bring in experts to 

19           clearly work with us, you know, like 

20           Dr. Lesaux, who did look at our standards 

21           work but also has done a great deal of work.  

22                  But to your point, having internal 

23           individuals who are part of the fabric every 

24           single day is a different conversation, and 


                                                                   158

 1           we will put together what I would call a 

 2           reasonable plan and share it with you and 

 3           also Assemblyman Carroll as well.

 4                  ASSEMBLYWOMAN SIMON:  Thank you.  I 

 5           think it's critical to have a dollar amount 

 6           attached to that, and what that might be.  

 7           Thank you.

 8                  NYSED COMMISSIONER ROSA:  Thank you.

 9                  CHAIRMAN PRETLOW:  Okay, 

10           Assemblyman Maher.

11                  ASSEMBLYMAN MAHER:  Thank you very 

12           much.

13                  Let me be the first one to say good 

14           afternoon, Commissioner Rosa.  Thank you all 

15           for being here.

16                  So looking at your testimony, there 

17           are a lot of issues and there are a lot of 

18           funding requests, and they total over $200 

19           million.  And all of them are followed by 

20           "was not part of the Governor's executive 

21           proposal."  

22                  So why is there such a disconnect 

23           between the New York State Education 

24           Department and the Governor's office?


                                                                   159

 1                  NYSED COMMISSIONER ROSA:  Well, again, 

 2           as an independent agency, we are -- we are 

 3           your department.  You know, when we think 

 4           about the legislators, right, the reality is 

 5           that being an independent agency we depend on 

 6           some funding from the Governor, but we're not 

 7           one of her agencies.  I've often used the 

 8           term, you know, to the Governor that I'm the 

 9           stepchild -- but I'm a good stepchild.

10                  (Laughter.)

11                  NYSED COMMISSIONER ROSA:  So we do get 

12           some funding, and we're always, you know, 

13           grateful to negotiate and have those 

14           conversations.  But we also lean on our 

15           legislators for your support.  And you're the 

16           ones that really in many ways, you know, 

17           listen to these testimonies, listen to the 

18           initiatives that are in your communities that 

19           are important, that help us to obviously get 

20           the kinds of resources to do our work.

21                  ASSEMBLYMAN MAHER:  I can appreciate 

22           that.  And as someone who's a father -- I 

23           have a 2-year-old and a 3-year-old that are 

24           just about to get into prekindergarten -- I 


                                                                   160

 1           want to focus on some of your comments.  It 

 2           says "This Executive Budget proposal lacks 

 3           any additional funding to improve or expand 

 4           our pre-K system, and this disparity in 

 5           funding creates an unsustainable system for 

 6           providers and undermines the quality of early 

 7           learning experiences for our youngest 

 8           children."

 9                  To me, that speaks as a real issue in 

10           terms of the Governor's lack of investment 

11           into our youngest children at the most 

12           important time in their education.  So can 

13           you speak as to why that conversation hasn't 

14           taken place where you're met a little bit 

15           further in the middle?

16                  NYSED COMMISSIONER ROSA:  Yeah.  Well, 

17           the conversations do take place.  I think, 

18           you know, we truly believe, in our 

19           department, in foundational -- building a 

20           strong house through the foundation.  But 

21           again, we have, you know, our zero-to-three, 

22           we have a separate agency, you know, that 

23           deals with this, which is her agency.

24                  So what ends up happening is we try to 


                                                                   161

 1           collaborate, we try to share resources, we 

 2           try to be good partners.  But at the end of 

 3           the day --

 4                  ASSEMBLYMAN MAHER:  Just real quick, 

 5           because I have about 18 more seconds.  And 

 6           I'll get to you sidebar with this because we 

 7           won't have time.  But I do want to bring up 

 8           that there was a study that was done last 

 9           year, a feasibility study on consolidating 

10           the various universal prekindergarten.  I'd 

11           love to chat with your team about what 

12           impacts and low-hanging fruit might exist as 

13           part of that study.

14                  NYSED COMMISSIONER ROSA:  Yes.  Thank 

15           you.

16                  CHAIRMAN PRETLOW:  Thank you very 

17           much.  

18                  Assemblyman Otis.

19                  ASSEMBLYMAN OTIS:  Thank you, 

20           Commissioner and team, for all your good 

21           work.

22                  I have two topics.  So I'm going to be 

23           quick in asking questions here, have some 

24           time.


                                                                   162

 1                  Number one, like to hear where we are 

 2           on school districts adopting science and 

 3           engineering education at lower grades.  And 

 4           the second topic is what SED is hearing from 

 5           school districts about cybersecurity breaches 

 6           when they go to you to help.  There are other 

 7           state agencies involved.  Certainly concerned 

 8           about the protection of student and staff 

 9           records and information in that.

10                  And so those are my two topics.  

11           Giving you most of my time back to answer 

12           them.  Thank you.

13                  SR. DEP. COMMISSIONER MATTESON:  As 

14           far as the science is concerned, one of the 

15           things that the field was anxious to get was 

16           the results of our most recent elementary 

17           science examination.  There was a line with 

18           the new standards that gave us great 

19           information about what areas of the state are 

20           really -- have really good alignment in 

21           instruction toward science and those that did 

22           not.

23                  And so great conversations came as a 

24           result of those, good analysis on how folks 


                                                                   163

 1           did on certain aspects of that particular 

 2           assessment.  And we're anticipating a great 

 3           leap forward, so to say, when it comes to the 

 4           science, because we know people took that 

 5           seriously and want to see that improvement 

 6           this year as far as the science is concerned.

 7                  ASSEMBLYMAN OTIS:  It's so important 

 8           to get that earlier, and I know that's part 

 9           of your curriculum.

10                  NYSED COMMISSIONER ROSA:  And it's 

11           inquiry and exploration for many students.  

12           And the science allows the students to do 

13           what we call applied learning, because 

14           they're actually taking the information and 

15           actually demonstrating what they know.  

16                  So that's -- and I think with the 

17           cyber --

18                  SR. DEP. COMMISSIONER MATTESON:  

19           Sorry.  You know, we have an office that 

20           deals directly with those -- when it's 

21           national, when it's in a local school 

22           district, when it happens at the state -- 

23           that immediately responds.  

24                  The most recent one with the 


                                                                   164

 1           PowerSchool piece, we were right on it.  We 

 2           both got our counsel's office involved, to 

 3           ensure there was protection of PII, but also 

 4           other offices involved to make sure that all 

 5           of our school districts that had PowerSchool 

 6           had the information they need, and that 

 7           PowerSchool is communicating with them on 

 8           what was exposed and what they're offering as 

 9           compensation to ensure student information is 

10           protected going forward.

11                  ASSEMBLYMAN OTIS:  It's an important 

12           topic, and especially for smaller school 

13           districts; they're in a sense more exposed 

14           because they maybe have not focused on 

15           prevention as much as a larger district who's 

16           ahead in the game.

17                  DEPUTY CMMR. JOHNSON-DINGLE:  And if I 

18           could just introduce, within our chief 

19           privacy office we have released guidance, 

20           districts know they can reach out to us 

21           directly when they have concerns, through -- 

22           we'll follow up with you.

23                  CHAIRMAN PRETLOW:  Thank you very 

24           much.


                                                                   165

 1                  ASSEMBLYMAN OTIS:  Thank you very 

 2           much.  Thank you always for your good work.

 3                  CHAIRMAN PRETLOW:  Assemblywoman Mary 

 4           Beth Walsh.

 5                  ASSEMBLYWOMAN WALSH:  Thank you.

 6                  Good afternoon.

 7                  Commissioner, the Public Health Law 

 8           imposes the responsibility of enforcing the 

 9           state's immunization program on school 

10           principals who must ensure that all students 

11           are properly immunized in order to attend 

12           school.  Not only has the program become 

13           increasingly complex and time-consuming for 

14           school administrators, but school principals 

15           face a personal fine of up to $2,000 for 

16           every non-immunized student attending school.

17                  While the nursing shortage is 

18           adversely affecting all schools, the 

19           deficiency of nurses to do this work is 

20           especially extreme in our religious and 

21           independent schools.  Although we provide 

22           modest funding to enable you to reimburse 

23           non-public schools located in Buffalo, 

24           Rochester and New York City for their 


                                                                   166

 1           expenses, we amended the law about 10 years 

 2           ago to require you to reimburse all 

 3           non-public schools across the state for their 

 4           time and effort in complying with this public 

 5           health mandate.

 6                  If I'm not mistaken, the department 

 7           has yet to tell us how much funding the 

 8           department needs to cover the expenses for 

 9           those schools located outside these three 

10           cities.  Can you tell us what has been taking 

11           so long and when we can expect a cost 

12           estimate from you?

13                  NYSED CFO COUGHLIN:  I'll say that we 

14           noted that the Executive Budget did not have 

15           that funding to support the religious and 

16           independent school immunizations in it.  So 

17           that's the first piece I'd like to speak to.

18                  The second half with respect to the 

19           cost, we've been operating within the 

20           limitations of the appropriation.  So our 

21           formulas when we are -- with those 

22           mandate-services pieces take the costs that 

23           are reported and then reflect them out.  But 

24           with this, we're constrained by that 


                                                                   167

 1           appropriation.

 2                  So we have not done that study.  We're 

 3           willing to look at it, but the funding hasn't 

 4           been there for that.

 5                  ASSEMBLYWOMAN WALSH:  Thank you very 

 6           much.  I do have one -- I'm surprised that I 

 7           have a minute left to go, so it's going to be 

 8           more of an awareness sort of a question for 

 9           you, Commissioner.

10                  The Early Intervention Hub, the EI Hub 

11           launched in October of 2024 using a 

12           $53 million one-bid contract with PCG, 

13           continues to have significant problems that I 

14           and many of my colleagues have been hearing 

15           about in our districts, resulting in 

16           nonpayment or severely delayed payment to 

17           Early Intervention providers and the 

18           cancellation of beneficial EI programming 

19           that they are doing.

20                  Our concern is that this may in turn 

21           have a ripple effect on K-12 education, as 

22           more students entering kindergarten will not 

23           have received all of the intervention 

24           services that they could have.  I don't know 


                                                                   168

 1           if you would have any comment on that.

 2                  DEPUTY CMMR. MEYERS-RUFF:  What I can 

 3           say quickly in 10 seconds is that we are 

 4           meeting and working with the Early 

 5           Intervention Program to have more 

 6           collaboration and provide support so that 

 7           students can transition.

 8                  ASSEMBLYWOMAN WALSH:  Thank you.

 9                  CHAIRMAN PRETLOW:  Thank you.

10                  Senate?

11                  CHAIRWOMAN KRUEGER:  Sorry.  We've 

12           been joined by Senator Leroy Comrie with a 

13           question.

14                  SENATOR COMRIE:  Thank you.

15                  Good afternoon, Commissioner.  I was 

16           at another hearing on another meeting.

17                  I have two questions; I'll be brief.

18                  As you know, I've been working to try 

19           to do a financial bill to teach young people 

20           how to become financially aware, and putting 

21           it in the schools.  And we've been stymied 

22           for the last three years trying to get a 

23           financial literacy bill done.  Can you let us 

24           know what the state is ready to do --


                                                                   169

 1                  NYSED COMMISSIONER ROSA:  Senator, I 

 2           can't hear you, I'm sorry.

 3                  SENATOR COMRIE:  Sorry.  I've been 

 4           trying to get a financial literacy bill 

 5           passed in the state for the last three years.  

 6           We've been getting stymied at every level.  

 7           Can you let us know what the State Ed 

 8           Department is ready to do to try to ensure 

 9           financial literacy?  I have too many young 

10           people that are going to college and winding 

11           up in thousands of dollars of debt because 

12           they'd never had any financial literacy 

13           training in the schools.

14                  Can you let us know what's going to be 

15           done with that?  Can we get that done?  I 

16           have many groups, nonprofit groups with 

17           proven curriculum that's willing to come in 

18           and teach the course.  Banks, from Citibank 

19           to Chase, every national bank is interested 

20           in coming in to teach the course to relieve 

21           the burden.  We wanted to spread it from the 

22           ninth grade to the 12th grade so it wouldn't 

23           impose on the curriculum.  We need to get 

24           this done.


                                                                   170

 1                  DEPUTY CMMR. JOHNSON-DINGLE:  So thank 

 2           you for that.  And I did share a little bit 

 3           earlier that as part of the NY Inspires plan, 

 4           which comes through the Blue Ribbon 

 5           Commission grad measures work, that we do 

 6           intend to require instruction in financial 

 7           literacy for all students, beginning with the 

 8           2026-2027 school year.  

 9                  We will release some information and 

10           guidance for districts that outline the 

11           topics and things that need to be addressed 

12           in those when that instruction takes place.  

13           However, we will allow it to be flexible so 

14           that way it can be either a stand-alone 

15           course as part of their high school 

16           experience, or built in through their normal 

17           classes, whether it begins down in 

18           kindergarten all the way up through middle 

19           school.

20                  As far as individual vendors or 

21           companies that would like to work with 

22           schools, that decision is made at the local 

23           school level because local boards of 

24           education make the decision about who would 


                                                                   171

 1           be coming in to help provide that information 

 2           and instruction to their students.  But we do 

 3           fully intend to support the Blue Ribbon 

 4           Commission recommendation and will make it a 

 5           requirement in the coming years, so. 

 6                  SENATOR COMRIE:  Does the commission 

 7           recommend outside vendors, or are they coming 

 8           up with their own curriculum?

 9                  DEPUTY CMMR. JOHNSON-DINGLE:  I would 

10           not -- we typically do not endorse a 

11           particular vendor.

12                  What I will say is that any vendor 

13           that a district picks would be their own 

14           choice.  All we will look for is that it is 

15           aligned to fully uplift the topics and the 

16           things that we will say are required as part 

17           of that work aligned with our New York State 

18           standards.

19                  SENATOR COMRIE:  Okay, I have a second 

20           question regarding the --

21                  CHAIRMAN PRETLOW:  Thank you very 

22           much, Senator.

23                  Now I'm going to call on myself for a 

24           couple of questions.  Commissioner, welcome 


                                                                   172

 1           again.

 2                  Several school districts throughout 

 3           the state are hard-pressed for cash, and many 

 4           of those districts have something called 

 5           prior claims.  And this prior claims add up 

 6           to tens of millions of dollars, and there 

 7           never seems to be any effort to repay these 

 8           districts that actually used -- whether their 

 9           reserves or whatever, to pay for it.  And the 

10           state's supposed to reimburse them, and then 

11           the state wants to spread it out over 20 

12           years or whatever, and it's not really 

13           helpful.

14                  Can you please just tell me why we do 

15           this?  Why don't we just make these school 

16           districts whole and move on?

17                  NYSED CFO COUGHLIN:  You are correct 

18           that it is a substantial amount of money.  

19           And what has happened in the last several 

20           years has been that there has not been an 

21           appropriation provided in order for us to 

22           start to repay those claims.  Should that --

23                  CHAIRMAN PRETLOW:  When you advise the 

24           Governor to do her budget you're advising her 


                                                                   173

 1           to do an appropriation, aren't you?  Couldn't 

 2           you have her appropriate X million dollars to 

 3           school districts that we owe money to?

 4                  NYSED CFO COUGHLIN:  Thank you for 

 5           that suggestion.  That was not in the Board 

 6           of Regents proposal this year, but it has in 

 7           fact been identified as a priority of the 

 8           board in years past.  So we recognize that 

 9           concern.

10                  NYSED COMMISSIONER ROSA:  Yeah, but it 

11           is a concern that we've spoken to at this 

12           table.  We continue to have separate 

13           conversations in saying that if we don't have 

14           the money, it is -- you know, the queue is 

15           way over --

16                  NYSED CFO COUGHLIN:  Hundreds of 

17           millions at this point.

18                  NYSED COMMISSIONER ROSA:  Yeah.  Way 

19           overdue.

20                  CHAIRMAN PRETLOW:  All right.  Well, 

21           we do have the money.  I mean, we're going to 

22           increase school aid by $1.7 billion.  There 

23           is money there.  It's not that we're broke.

24                  And I just think that these are 


                                                                   174

 1           dollars that school districts expended that 

 2           they may need now and they're not getting, 

 3           especially some districts that are limited 

 4           to, say, a 2 percent increase or whatever.  

 5           Just a thought.

 6                  My second question -- 

 7                  NYSED COMMISSIONER ROSA:  Yeah.  But I 

 8           think this is one we can do -- you know, we 

 9           can also have the Legislature also make, you 

10           know.  I mean, we know that we need the 

11           funding in order to pay.  So I think 

12           collectively we should advocate for this.

13                  CHAIRMAN PRETLOW:  Well, I've made a 

14           suggestion that funds that the Attorney 

15           General gets in some of their lawsuits, those 

16           monies be directed -- instead of going into 

17           the General Fund, going to pay off school 

18           districts that we owe money to.  And if you 

19           would back me up on that, I would appreciate 

20           it.

21                  My second question is exactly how a 

22           charter school tuition is calculated.

23                  NYSED CFO COUGHLIN:  There is a 

24           formula in statute that essentially 


                                                                   175

 1           establishes an expense per pupil in the 

 2           district.  It takes out certain pieces of the 

 3           expenditures -- facilities, for instance -- 

 4           but establishes an approved operating expense 

 5           per pupil.  And then that is the tuition that 

 6           when the pupil is served in a charter school, 

 7           the district needs to send to that.

 8                  CHAIRMAN PRETLOW:  That's what I 

 9           figured it was.  Now, here's the problem with 

10           that as I see it.  I know everyone will deny 

11           it, but charter schools do cherry pick.  And 

12           it was mentioned earlier as part of someone's 

13           testimony that students are sent back to the 

14           district.

15                  When a hard-to-teach student, be he or 

16           she physically handicapped or mentally -- 

17           whatever, they send them back.  Those are the 

18           more expensive students to teach.  And what 

19           you find or what I see happening is they're 

20           taking the easy-to-teach students, sending 

21           the hard-to-teach students back to the school 

22           districts, which increases the cost per 

23           student in that district, which is then 

24           calculated to give tuition to the 


                                                                   176

 1           charter school.

 2                  So the more students the charter 

 3           schools send back -- and when they send them 

 4           back they don't send back the tuition that 

 5           they received from the district.  They keep 

 6           that tuition, which I think is wrong also.  

 7           But it's making it more expensive for the 

 8           school district to educate those children.  

 9           Then we -- the state uses that more expensive 

10           cost to give the charter school more money.  

11           So the more kids they send back, the more 

12           money they make.

13                  And there's a problem there.  And I 

14           think when you're -- I know you had mentioned 

15           earlier that you're looking into how the 

16           tuitions are calculated.  I think that should 

17           be taken into effect.  If they're going to be 

18           using that formula we're using now, it's 

19           wrong.  What they should do is do a 

20           comparison of what the school district is 

21           spending to teach the easy-to-teach students 

22           and then take a percentage of that and send 

23           that to the charter schools.  And you'll see 

24           a big change in how charter schools operate.


                                                                   177

 1                  And my third is actually a follow-up 

 2           on Senator Jackson's question regarding 

 3           Ramapo.  You were cut off.  Could you 

 4           continue that, please?

 5                  NYSED COMMISSIONER ROSA:  Sure.  So 

 6           I'm going to ask Jason to pick it up because 

 7           I think there was some misunderstanding of 

 8           the issue of the English language learners, 

 9           which is what my -- what I imposed was based 

10           on a very specific reason, and we have shared 

11           that information, so.

12                  DEPUTY COMMR. HARMON:  Thank you, 

13           Commissioner.  

14                  So really the issue in East Ramapo, to 

15           the commissioner's point, so the order with 

16           the additional tax levy funding that was 

17           generated was a specific intervention to 

18           address, right, a systematic and sustained 

19           lack of funding to support English language 

20           learner students in the district.  Right?

21                  I think if you looked at district 

22           demographics they would tell you that 

23           somewhere right now around 65 percent of the 

24           entire public school population in that 


                                                                   178

 1           district is recognized as English language 

 2           learners.  Right?  And so the additional tax 

 3           levy increase was specifically intended to 

 4           address the lack of services that are 

 5           mandated both by law and regulation to 

 6           students as English language learners in that 

 7           district.

 8                  The order was not designed in order to 

 9           address the structural budgetary issues that 

10           have been identified by the district and the 

11           monitor, nor was it identified to address 

12           what had been communicated at the time as a 

13           cash-flow issue that was going to hit the 

14           district as early as July of 2024 and to 

15           manifest again this coming spring.

16                  So I think that's a really important 

17           distinction here about addressing a 

18           longstanding issue from the past and changing 

19           the trajectory of a district going forward in 

20           order to be able to provide an appropriate 

21           education to all of their students, versus 

22           some structural issues that had been 

23           identified through other issues.

24                  I would also just point out here that 


                                                                   179

 1           the budget surplus in East Ramapo from last 

 2           year, about half of that surplus was 

 3           generated because of vacancies in staffing 

 4           positions, the salary and benefit costs that 

 5           were not paid out, a huge concentration of 

 6           that savings came as a result of specifically 

 7           teachers who are working with those English 

 8           language learner students.  

 9                  Another portion of the savings that 

10           generated that balance was the result of 

11           intervention and collaboration with us at the 

12           department to move costs out of their general 

13           fund into some of the federal COVID response 

14           dollars in an allowable way.  I'm happy to 

15           share more details about that specifically.

16                  I would just sort of wrap up on this 

17           one by pointing out that in December, Moody's 

18           came out with their most recent report on the 

19           district and specifically cited they've 

20           changed the negative outlook of the district.  

21           They've not made it a positive outlook, 

22           right, their credit rating is still one level 

23           above junk-bond status.  They do not 

24           functionally have access to the borrowing 


                                                                   180

 1           market.  And that Moody's pointed out in 

 2           their study that that cash surplus in the 

 3           '23-'24 school year, along with the ongoing 

 4           presence of the two state-appointed monitors 

 5           under the commissioner's direction, as 

 6           positive factors in the work that they were 

 7           doing in evaluating the district in terms of 

 8           their opportunity to borrow and to be able to 

 9           re-access those markets sooner rather than 

10           later.

11                  NYSED COMMISSIONER ROSA:  And the 

12           thing that's always left out of this equation 

13           is that it is one of the districts that pays 

14           close to 19, 20 percent in terms of 

15           transportation.  Versus some of the 

16           neighboring districts that pay, you know, 5 

17           to 8 percent.  They spend an enormous amount 

18           of time on transportation.

19                  CHAIRMAN PRETLOW:  Yeah, 

20           transportation is an issue.  I look around 

21           the state and I think we've made it worse 

22           with the mandate for electric buses.  I don't 

23           know how that's going to work out.  The 

24           charging stations, I don't think we have the 


                                                                   181

 1           infrastructure right now that's sufficient to 

 2           do the charging of these buses.  And they 

 3           don't work too well in the winter, and I 

 4           don't know -- that's another story.

 5                  But anyway, thank you very much.

 6                  NYSED COMMISSIONER ROSA:  Thank you.

 7                  CHAIRMAN PRETLOW:  Senator?  

 8                  CHAIRWOMAN KRUEGER:  Thank you.  

 9                  I thought every question that I wanted 

10           to ask had already been covered, but then I 

11           went through my list and realized, nope.

12                  So I want to talk to you about SED 

13           funds for public broadcasting.  All right?  

14           It's part of your mandate, and there's 

15           specific funding.  And the funds go to -- 

16           they are based on a formula that skews to 

17           support TV over radio.  It's not that I'm 

18           opposed to the money going to the public TV 

19           stations, and I do understand it's being used 

20           very often for educational as well as 

21           cultural curricula for children.  

22                  But we're living in a moment where 

23           clearly we are going to be losing federal 

24           funds for public radio.  I don't think 


                                                                   182

 1           anybody thinks we're not.  And frankly, in 

 2           many parts of the state public radio may be 

 3           the only outlet for local news coverage for 

 4           their communities, and they're very well 

 5           listened to by huge numbers of the public in 

 6           all the counties of New York State.  

 7                  I know -- I come from New York City; 

 8           my public radio station, WNYC, has already 

 9           had to do a round of layoffs.  I haven't 

10           surveyed the other public radio stations yet, 

11           but I suspect they're facing the same story.

12                  So my question is because your mandate 

13           specifically says you're supposed to use a 

14           formula based on previous year's allocations, 

15           consideration of the need of results of 

16           changing technology and provision of new 

17           services or -- and/or emergencies or other 

18           exceptional circumstances affecting studio 

19           operations and transmission and/or state or 

20           federal requirement changes.  

21                  I'm convinced the federal part is 

22           we're going to lose the money.

23                  So I'm asking whether we can be 

24           discussing some kind of evaluation of the 


                                                                   183

 1           need for education funds to be more broadly 

 2           shared with public radio, which may require 

 3           you call for more funds.  Because I'm not 

 4           asking you to tell me, you know, we'll cut 

 5           public TV stations.  I think you fund seven 

 6           of them.  I'm not exactly sure of the number; 

 7           your people probably know.  So I'm not 

 8           sitting here saying let's cut, cut, cut 

 9           public TV.  But I really think it's a new 

10           requirement for our state to look hard at 

11           what the loss of independent journalism 

12           through public radio would mean for people in 

13           the entire State of New York.

14                  NYSED COMMISSIONER ROSA:  So I would 

15           welcome the opportunity, to your point, to 

16           revisit the issue in light of the funding and 

17           in light of the focus.  

18                  So absolutely we'll be more than glad 

19           to pull our team that really works on and 

20           does really good work in this area -- but to 

21           revisit it and consider, is this -- you know, 

22           what does this look like, the investments, 

23           and is there maybe a better way to respond to 

24           this.  More than glad to do that.


                                                                   184

 1                  CHAIRWOMAN KRUEGER:  And have you been 

 2           spending all of the money?  I think there was 

 3           a special appropriation in the 2023 budget.  

 4           I think it went all to TV stations.  Maybe 

 5           I'm wrong on that.  Maybe some of it went to 

 6           radio.

 7                  NYSED COMMISSIONER ROSA:  We'll get 

 8           you the information.

 9                  CHAIRWOMAN KRUEGER:  There's no chance 

10           you're not spending the money now or --

11                  NYSED COMMISSIONER ROSA:  Yeah, we'll 

12           get you the information.  I'm not sure if 

13           we've been, you know, spending -- if we have 

14           spent all the money that's been allocated.  

15           So we will get you the information.

16                  CHAIRWOMAN KRUEGER:  Okay.  Yes, I 

17           would urge you to do so.  I'm just finding 

18           it's been 14 million for radio stations, 

19           58,500 for each license for the past seven 

20           years.  So they've been flat.  And it's a 

21           very small amount per radio station.  

22                  So I'm also making a pitch to my 

23           colleagues in both houses, start thinking 

24           about the importance of public radio to your 


                                                                   185

 1           constituents.  Because it is really 

 2           important.  And we know that we're losing 

 3           local newspapers so quickly; there are many, 

 4           many communities that don't have any at all.

 5                  So that was my one question for today.  

 6           I'll cede my time back.  Thank you very much.

 7                  CHAIRMAN PRETLOW:  Assemblywoman 

 8           Giglio.

 9                  ASSEMBLYWOMAN GIGLIO:  Good morning, 

10           and thank you for being here.  

11                  So student success is really based on 

12           them showing up and getting an education.  So 

13           do you have truancy officers?  And what are 

14           you doing to encourage and to incentivize 

15           children to come to school, and express that 

16           importance to the parents?

17                  NYSED COMMISSIONER ROSA:  Sure.

18                  So the whole issue of attendance, 

19           right, and chronic absenteeism and the focus 

20           on even working with our schools is enormous 

21           in our conversation.

22                  DEPUTY COMMR. HARMON:  Thank you for 

23           the question.

24                  So from sort of an initial lens of 


                                                                   186

 1           thinking about how the department is 

 2           leveraging a look at both attendance and 

 3           chronic absenteeism, that's one of the 

 4           indicators that we look at when we're making 

 5           determinations around support models for 

 6           schools across the state.

 7                  So we've just received approval and 

 8           we'll be bringing back to our Board of 

 9           Regents next month, actually, to move forward 

10           with a change to look at a new attendance 

11           indicator as part of that system of 

12           identifying districts for identical supports.  

13                  I would just note that we will 

14           continue to report out publicly by separate 

15           group -- by school, by district -- where 

16           there are rates of chronic absenteeism as 

17           well.  So rather than just sort of swapping 

18           one measure out for the other, we will 

19           continue to leverage both of those.  

20                  In a lot of cases those data end up 

21           driving, at the local level, school 

22           improvement plans to focus on addressing the 

23           needs of students and families, where they 

24           can identify really specific root causes.  I 


                                                                   187

 1           think this is an issue -- there's a recent 

 2           Comptroller's report from October that 

 3           highlighted really just how complex this 

 4           issue is for individual family dynamics as 

 5           well as larger system issues.

 6                  And so those efforts are also 

 7           supported not just by a single office in the 

 8           department, but a collaboration across 

 9           multiple offices.  So offices in 

10           accountability, offices in student support 

11           services, to be able to provide resources, 

12           best practices for schools and districts in 

13           their communication and outreach to parents 

14           and families to make sure that students are 

15           there, to your point, so that they are able 

16           to learn from the high-quality teachers that 

17           are working with them day in and day out.

18                  DEPUTY CMMR. JOHNSON-DINGLE:  And I 

19           would just like to highlight that getting to 

20           the core of why students are not in school -- 

21                  ASSEMBLYWOMAN GIGLIO:  Thank you.

22                  DEPUTY CMMR. JOHNSON-DINGLE:  -- is -- 

23           is probably from the student support side of 

24           things where we're trying to get -- and yes, 


                                                                   188

 1           we were grateful for the RECOVS grant to be 

 2           able to open up mental health clinics even 

 3           within our schools, understanding that while 

 4           we're grateful for that 50 million that we're 

 5           able to turn around and give to schools, 

 6           there is a greater need for mental health 

 7           supports and for schools to be able to 

 8           establish collaborations and partnerships 

 9           with clinics to be able to provide those 

10           supports to children and their families.

11                  Thank you.

12                  ASSEMBLYWOMAN GIGLIO:  Thank you for 

13           your thoughtful answers.

14                  CHAIRWOMAN KRUEGER:  Thank you.

15                  All right, we're up to three-minute 

16           second rounds for the chairs.

17                  Shelley Mayer, three minutes.

18                  SENATOR MAYER:  Thank you, 

19           Madam Chair.

20                  I think I have three questions.  One 

21           is additional funding was given to SED last 

22           year to update your Holocaust materials.  Can 

23           you give us an update on that?

24                  Second is we don't have a lot of 


                                                                   189

 1           details on the dual enrollment issues 

 2           proposed in the Governor's budget, if there's 

 3           anything specific you could share on that.  

 4                  Thirdly, I'd like your comments on the 

 5           challenges facing the Mount Vernon school 

 6           district where three of their elementary 

 7           schools are slated to be closed and they have 

 8           significant fiscal issues.

 9                  And fourth, the wait time for teacher 

10           certification applications and what you can 

11           do to reduce that wait time.

12                  NYSED COMMISSIONER ROSA:  Sure.  So 

13           I'm going to start with the work that we've 

14           been doing, as you know, with the Holocaust.  

15           That's been amazing work that we've been 

16           involved with.  And as recent as I think last 

17           week we had a discussion about how this 

18           spring we're going to be providing not only 

19           resources but some of the relationships that 

20           we're building in this space.

21                  DEPUTY CMMR. JOHNSON-DINGLE:  So with 

22           the funding that we were provided -- and 

23           we're grateful for it -- we were able to 

24           partner with the Holocaust and Human Rights 


                                                                   190

 1           Education Center in addition to the New York 

 2           State Archives Partnership Trust.

 3                  And we are in the works of building 

 4           out an open source material where teachers 

 5           and schools will be able to access lesson 

 6           plans of video clips, primary sources, to 

 7           assist them in teaching about the Holocaust, 

 8           as uplifted throughout our social studies 

 9           framework and our current New York State 

10           standards.

11                  We look forward to bringing that to 

12           the public this spring, I want to say 

13           sometime around May that we will be able to 

14           release those materials in addition to 

15           providing some professional learning 

16           opportunities from us at the state in 

17           collaboration with those partners to make 

18           sure that teachers understand how to utilize 

19           them.

20                  SENATOR MAYER:  Thank you.

21                  NYSED CFO COUGHLIN:  If I could speak 

22           to the Mount Vernon question.

23                  SENATOR MAYER:  Yes, Mount Vernon.

24                  NYSED CFO COUGHLIN:  I know the 


                                                                   191

 1           commissioner and many of my colleagues have 

 2           been working with the district and the 

 3           district leadership to try to provide support 

 4           to the district as it moves through a very 

 5           challenging fiscal place.

 6                  I would note that because of 

 7           significant enrollment losses, Mount Vernon 

 8           is actually on save harmless in Foundation 

 9           Aid, despite the poverty of the student 

10           population.  So they're one of those 

11           districts that's in the position where costs 

12           are increasing faster than their funding is.  

13                  And with their enrollment losses, 

14           those three buildings -- you know, it is a -- 

15           it's a local decision in order to decide to 

16           close a school building, and we know it's 

17           very challenging for the communities.  But 

18           the save harmless concern that many of your 

19           colleagues have raised today plays a role 

20           there too.

21                  SENATOR MAYER:  Thank you.

22                  NYSED COMMISSIONER ROSA:  We'll get to 

23           the other two.

24                  SENATOR MAYER:  My time is up.  Thank 


                                                                   192

 1           you.

 2                  CHAIRWOMAN KRUEGER:  Thank you.

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  Assemblyman Magnarelli for three 

 5           minutes.

 6                  ASSEMBLYMAN MAGNARELLI:  Thank you.

 7                  I'm going back to the question that I 

 8           had a couple of hours ago, okay?  The 

 9           Executive proposal includes establishing a 

10           new statewide policy for tracking success of 

11           dual enrollment, otherwise known as College 

12           in High School.  And you were giving me, you 

13           know, why we needed to do that.  And my 

14           question to you was like, how many students 

15           have complained?  

16                  There's been problems like this for 

17           25, 30 years they've been going on.  Some of 

18           those programs -- you know, people know 

19           whether those hours are transferable or not 

20           transferable.  This has been there forever.  

21           Now we're going to do a mandated reporting 

22           requirement on the schools.  To me, that has 

23           some kind of a chilling effect on even 

24           bothering to do it.  That's number one.


                                                                   193

 1                  Number two, it also has a bigger 

 2           question that I ask.  Okay?  How many 

 3           mandates do we put on our schools in terms of 

 4           reporting?  I'm sure there are some that are 

 5           absolutely necessary.  And then there are 

 6           others that are mandated by the federal 

 7           government or something else, you know, for a 

 8           grant or things like that.  But has anybody 

 9           done a study -- I've heard a lot of studies 

10           today, a lot of studies going on.  Any 

11           studies about reducing the number of 

12           requirements and mandates placed on every one 

13           of our school districts and the costs of 

14           doing those mandates?

15                  SR. DEP. COMMISSIONER MATTESON:  Okay, 

16           so I'll start at the beginning with the 

17           College in High School piece and the data 

18           piece.  That is only for those that are going 

19           to participate.  Right now one of the issues 

20           with, like, P-TECH --

21                  ASSEMBLYMAN MAGNARELLI:  Talk into the 

22           mic again, please?

23                  SR. DEP. COMMISSIONER MATTESON:  I'm 

24           sorry.  


                                                                   194

 1                  -- P-TECH, Smart Scholars, Early 

 2           College High School is we have to manually 

 3           then pull data together if we haven't created 

 4           a system to collect data about who's doing 

 5           what when it comes to the space of dual 

 6           enrollment.

 7                  We have had concerns from the public 

 8           that in some places in the state it costs 

 9           money to get the dual enrollment credit.  

10           Some places they're not charging for the dual 

11           enrollment credit.  

12                  We have the data that 2 percent of our 

13           students actually have access to the robust 

14           early college experiences rather than the 

15           one-offs.  So we have a lot of students doing 

16           the one-offs and having money spent and it 

17           doesn't lead to anything for their college 

18           education.  

19                  We're trying to reinforce the system 

20           where at least the minimum base 12 credits 

21           that's transferable between all of our 

22           colleges and universities can be available to 

23           students, and spread that around the state.  

24           It's not --


                                                                   195

 1                  ASSEMBLYMAN MAGNARELLI:  So why isn't 

 2           that done on a state level rather than 

 3           mandating that contracts be entered into on a 

 4           local level?  It -- again, it's just adding 

 5           more requirements that have to be fulfilled.  

 6           That's the way I look at this stuff.

 7                  CHAIRMAN PRETLOW:  Thank you.

 8                  Senator?

 9                  CHAIRWOMAN KRUEGER:  Senator John Liu, 

10           three-minute second round for the chair.

11                  SENATOR LIU:  Thank you, Madam Chair.

12                  You know, I know the Regents and the 

13           department have been working on the 

14           graduation requirements for a long time.  I 

15           still have strong reservations about 

16           eliminating the requirement for passing 

17           Regents exams, which, you know -- I mean, 

18           I've said to you these are not the most 

19           robust exams to begin with.  So I know we're 

20           still several years or at least a couple of 

21           years away from the rollout of this.

22                  NYSED COMMISSIONER ROSA:  Right.

23                  SENATOR LIU:  But, you know, is this 

24           the plan?  Is this plan now set in stone?  


                                                                   196

 1                  NYSED COMMISSIONER ROSA:  So let me 

 2           start, Senator, by saying that, you know -- 

 3           to your point, we're not eliminating, so 

 4           that's number one.  I think there's still the 

 5           conversation about what we're --

 6                  SENATOR LIU:  I know --

 7                  NYSED COMMISSIONER ROSA:  No, no, no, 

 8           we're --

 9                  SENATOR LIU:  I know that's the line.

10                  NYSED COMMISSIONER ROSA:  What it is 

11           not -- what we're shifting on is that it has 

12           been the barrier, the one sole thing that has 

13           kept children from graduating.  So what we're 

14           saying, it's more --

15                  SENATOR LIU:  Graduating with a 

16           Regents diploma.

17                  NYSED COMMISSIONER ROSA:  Yeah.  But 

18           most -- okay, so most kids who go to SUNY 

19           from out of state do not come in with a 

20           Regents diploma, because that state doesn't 

21           require them to have a Regents diploma.  Nor 

22           does SUNY say, Now you've got to take the 

23           Regents exam in order to be part of the 

24           cohort coming in.  So -- 


                                                                   197

 1                  SENATOR LIU:  So is the implication 

 2           that the Regents diploma -- I'm sorry, the -- 

 3           yeah, the New York State Regents diploma was 

 4           not meaningful to begin with?

 5                  NYSED COMMISSIONER ROSA:  No, the 

 6           implication is that just as we trust 

 7           Connecticut sending their children with a 

 8           Connecticut diploma, without a Regents 

 9           diploma, and New Jersey and any other place, 

10           then we have what's called a New York State 

11           diploma.  And in essence, those students are 

12           accepted into our higher ed institutions 

13           without any of that.  

14                  Now I'll go one step further.  

15           Senator, many of the people sitting here, if 

16           you've come from different places, you're 

17           very successful, you didn't even take the 

18           Regents exam, and here you are.  So my thing 

19           is you're correct that it's an exam --

20                  SENATOR LIU:  Well, we can use 

21           different words, but it is removing the 

22           requirement to take the Regents exams.  

23                  But let's talk about this portrait of 

24           the graduate.  I mean, how is that going to 


                                                                   198

 1           be achievable in a place like New York City 

 2           where we still have overcrowded class sizes?  

 3           Who's going to draw that portrait of the 

 4           graduate?  

 5                  NYSED COMMISSIONER ROSA:  We have met 

 6           with New York City, right, and there's such 

 7           enthusiasm because believe it or not, 

 8           Senator, a lot of school districts are 

 9           related doing this work, because of the fact 

10           that they're preparing students with critical 

11           thinking skills, they are doing 

12           project-based, they're taking the standards 

13           and applying them, they're doing internships.  

14           It is a much more deep --

15                  SENATOR LIU:  I think it will be that 

16           much more difficult when the class sizes are 

17           a little too excessive, particularly in 

18           New York City.  

19                  Thank you.

20                  NYSED COMMISSIONER ROSA:  Thank you.  

21           Thank you, Senator.

22                  CHAIRMAN PRETLOW:  Senate, do you have 

23           another?

24                  CHAIRWOMAN KRUEGER:  No, the Senate is 


                                                                   199

 1           closed.

 2                  CHAIRMAN PRETLOW:  And the Assembly is 

 3           closed -- oh, I'm sorry, Bobby.  

 4                  Assemblyman Carroll for his ...

 5                  ASSEMBLYMAN CARROLL:  Assemblymember 

 6           Pretlow, I'm offended.

 7                  Commissioner Rosa, I was glad to hear 

 8           you say that you support decodable texts and 

 9           decodable readers for our early readers.  Has 

10           SED done an accounting of our school 

11           libraries to see if they have access to 

12           decodable texts?

13                  DEPUTY CMMR. JOHNSON-DINGLE:  While we 

14           have not done a specific study to say, what I 

15           can say is that for all of our schools that 

16           do have -- we do have processes in place to 

17           have an understanding of the different 

18           catalogs and types of books that exist within 

19           school libraries.  

20                  However, that is to say while we have 

21           not done an official study, we do have some 

22           data that we can look at to get an idea.

23                  ASSEMBLYMAN CARROLL:  I would 

24           recommend you do that accounting, because I 


                                                                   200

 1           will foreshadow a question I have for the 

 2           New York City Public Schools chancellor, 

 3           which is that though we have made changes in 

 4           our literacy curriculum and we are moving 

 5           towards the science of reading and 

 6           evidence-based practices, we still have so 

 7           many leveled readers that are rooted in poor 

 8           pedagogy and asking children to guess and 

 9           look at pictures.  

10                  I have a school in my own district 

11           that's a wonderful school, that's trying to 

12           make this shift, but every evening they send 

13           home leveled texts to their students even 

14           though they are trying to do structured and 

15           sequential phonics in the classroom in the 

16           morning.  It makes no sense.

17                  So I urge you to do that accounting, 

18           because what you will find is that my guess 

19           is because we did 20 years of whole language, 

20           that most of our public school libraries are 

21           filled with leveled readers and have no 

22           decodable texts.  And we need to change that.

23                  NYSED COMMISSIONER ROSA:  Thank you.

24                  CHAIRMAN PRETLOW:  Thank you, 


                                                                   201

 1           Assemblyman Carroll.  

 2                  And that does close this hearing.  

 3           Commissioner and staff, I --

 4                  CHAIRWOMAN KRUEGER:  It doesn't close 

 5           the hearing.

 6                  CHAIRMAN PRETLOW:  Oh, I'm sorry.  

 7           Your portion of the hearing.  We have another 

 8           39 groups.  

 9                  (Laughter.)

10                  NYSED COMMISSIONER ROSA:  I thought we 

11           were all done for the entire week.  But no, 

12           thank you for the opportunity.  

13                  And for those who did not get their 

14           questions, I'm more than glad to meet with 

15           you to absolutely set up private and separate 

16           meetings, because the communication and the 

17           sharing of information is extremely important 

18           for our total advocacy.

19                  So thank you.

20                  CHAIRMAN PRETLOW:  Thank you.

21                  The New York City Department of 

22           Education, you're next.  

23                  (Pause.)

24                  CHAIRMAN PRETLOW:  Can we take the 


                                                                   202

 1           outside conversations outside so we can 

 2           proceed, please?  

 3                  (Pause.)

 4                  CHAIRMAN PRETLOW:  Are we ready?  

 5           Okay.  Good afternoon.  I guess you can 

 6           introduce yourselves, and then we'll start.

 7                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 8           Good afternoon, everyone.  My name is Melissa 

 9           Aviles-Ramos, and I am the chancellor of New 

10           York City Public Schools.

11                  CHAIRMAN PRETLOW:  Can you speak a 

12           little louder, please, or bring the 

13           microphone closer?

14                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

15           Of course.  

16                  Good afternoon.  My name is Melissa 

17           Aviles-Ramos, and I am the chancellor of 

18           New York City Public Schools.

19                  FIRST DEP. CHANCELLOR WEISBERG:  Good 

20           afternoon.  I'm Dan Weisberg.  I'm the first 

21           deputy chancellor of New York City Public 

22           Schools.  Great to be here.

23                  DEP. CHANCELLOR VADEHRA:  Good 

24           afternoon.  Great to be here.  I'm Emma 


                                                                   203

 1           Vadehra, deputy chancellor for operations and 

 2           finance, New York City Public Schools.

 3                  NYC PUBLIC SCHOOLS CFO SCOTT:  Good 

 4           afternoon I'm Seritta Scott.  I'm the chief 

 5           financial officer here at New York City 

 6           Public Schools.

 7                  CHAIRMAN PRETLOW:  A pleasure.

 8                  Ms. Ramos, go.

 9                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

10           Good afternoon.  Thank you to Senator 

11           Krueger, Assemblymember Pretlow, Senator Liu, 

12           Assemblymember Benedetto, Senator Mayer, and 

13           members of their respective committees.  I 

14           appreciate the opportunity to testify on the 

15           proposed 2026 New York State Education 

16           Budget, and I also want to wish everyone a 

17           Happy Lunar New Year.

18                  My name is Melissa Aviles-Ramos.  I 

19           have the honor of serving as chancellor of 

20           New York City Public Schools.  I have 

21           dedicated my career to the education of 

22           New York City's children, first as a 

23           high school English teacher back in 2007, 

24           then as a principal, deputy superintendent, 


                                                                   204

 1           acting superintendent, chief of staff, and 

 2           deputy chancellor.  In my nearly two decades 

 3           of service, I have pushed the boundaries on 

 4           what seemed possible.  

 5                  When I became a principal in 2016, for 

 6           instance, only about a quarter of the senior 

 7           cohort was on track to graduate.  Quite 

 8           simply, I was told that only 23 percent of my 

 9           students would graduate that year.  By June 

10           of that same year, 66.7 percent had earned 

11           their diplomas.  The following year, my team 

12           and I raised that graduation rate even 

13           further, to nearly 82 percent.  

14                  Later, when the pandemic hit, I 

15           transitioned my school to remote instruction 

16           and then stepped up to serve at the district 

17           level as the deputy superintendent, and then 

18           acting superintendent, for Bronx high 

19           schools.  

20                  When I came to our central office, I 

21           led the launch of Project Open Arms, working 

22           across our department and city to support 

23           tens of thousands of migrant students.  As 

24           chief of staff to the former chancellor, I 


                                                                   205

 1           continued coordinating this work alongside 

 2           other key initiatives such as NYC Reads, the 

 3           Gun Violence Prevention Task Force, our 

 4           bilingual teacher pipeline, and our mindful 

 5           breathing initiative.  

 6                  In all this time, through moments of 

 7           challenge and change, my focus has never 

 8           wavered.  I have always worked tirelessly to 

 9           provide children with the opportunities and 

10           support they need to thrive.  

11                  Today I'd like to share some updates 

12           on our progress.  In the Adams 

13           administration, we are cultivating bold 

14           futures for our young people.  I am proud 

15           that NYC Reads, our signature initiative to 

16           adopt the science of reading in our 

17           classrooms, is now reaching our youngest 

18           learners citywide, including all 840-plus 

19           elementary schools.  NYC Solves, our 

20           transformative approach to math instruction, 

21           has launched in over 400 high schools and 

22           approximately 100 middle schools.  All in 

23           all, through NYC Reads and NYC Solves, over 

24           half a million students are benefiting from 


                                                                   206

 1           high-quality curricula and research-driven 

 2           pedagogy.  

 3                  I'm also thrilled that our reimagined 

 4           college and career pathways initiatives 

 5           continue to flourish, equipping students with 

 6           the skills and experiences to be successful 

 7           in college and in the rapidly changing 

 8           workplace.  For example, our FutureReadyNYC 

 9           program has expanded to serve 15,000 

10           students, and with Memorial Sloan Kettering 

11           Cancer Center as our newest anchor partner, 

12           we are making even greater inroads into the 

13           fields of healthcare, technology, business, 

14           and more.  Just last school year, our 

15           students earned over $10 million in wages 

16           from work-based learning.  

17                  As someone who played a key role in 

18           shaping these foundational programs in my 

19           previous roles, I am proud to now continue 

20           these initiatives as chancellor and show how 

21           they align with my three commitments to our 

22           community:  Ensuring safety and wellness for 

23           all students; supporting educators; and 

24           empowering families and communities.  


                                                                   207

 1                  My first commitment takes a 

 2           comprehensive approach to safety and 

 3           wellness.  In addition to our existing 

 4           initiatives, we are ramping up supports for 

 5           our newest New Yorkers to ensure that our 

 6           schools are safe spaces for students and 

 7           families, no matter their immigration status. 

 8                  Over the past few months, we have led 

 9           extensive training across our community for a 

10           wide range of stakeholders, from principals 

11           to guidance counselors, reiterating our 

12           long-standing protocols for access to our 

13           buildings.  New York City Public Schools is 

14           committed to protecting the right of every 

15           student to attend public school, regardless 

16           of immigration status, national origin, or 

17           religion.  Likewise, we are committed to 

18           supporting our LGBTQ+ students, and in 2021, 

19           as just one example, we updated our 

20           guidelines on gender inclusion to enshrine 

21           this support in policy.  

22                  Secondly, I am committed to uplifting 

23           our educators.  Now that we have completed 

24           the initial launch of NYC Reads and NYC 


                                                                   208

 1           Solves, the next phase is to focus deeply on 

 2           both implementation and intervention, so that 

 3           no students slip through the cracks.  It is 

 4           essential that we support our educators in 

 5           these areas, and I am proud to announce today 

 6           that we are investing in an additional year 

 7           of job-embedded coaching and support for our 

 8           NYC Reads educators.  

 9                  My third commitment is to empowering 

10           our families and communities.  This 

11           commitment really came into focus for me 

12           personally a few years ago, when my daughter 

13           entered New York City Public Schools.  I, as 

14           a parent who works for our school system, 

15           still struggle to navigate it at times.  If 

16           that's true for me, what does that mean for 

17           other parents?  I realized how much further 

18           we must go to truly involve our families in 

19           their children's education.  And to that end, 

20           I hosted a five-borough listening tour at the 

21           end of last year, with over a thousand 

22           students and families in attendance.  

23                  I will continue to champion programs 

24           that are beloved by our families.  For 


                                                                   209

 1           example, I am glad to share that our 

 2           comprehensive academic- and enrichment-based 

 3           Summer Rising program will be back this year, 

 4           with applications opening in early March.

 5                  I want to thank the Governor for 

 6           proposing a fiscal year '26 budget that 

 7           places children and families front and 

 8           center.  The Governor's priorities align with 

 9           so many of ours.  She outlined universal free 

10           breakfast and lunch, which we have been 

11           implementing here in New York City for years. 

12           She is planning a "bell-to-bell" ban on 

13           cellphones, which we have been studying and 

14           considering -- approximately 800 of our 

15           schools already have policies in place to 

16           keep cellphones out of the classroom.  And 

17           she proposed an expansion of early college 

18           credit opportunities for high schoolers, 

19           which we currently offer via one of the 

20           largest and most successful programs in the 

21           country.  We are grateful for and look 

22           forward to state support on these shared 

23           priorities.  

24                  I also want to be clear and direct 


                                                                   210

 1           about our concerns related to the Governor's 

 2           proposed budget as it stands currently.  

 3           There is no question that the Foundation Aid 

 4           formula needs a revamp, but the Governor's 

 5           proposed changes to the formula would 

 6           actually result in nearly 350 million fewer 

 7           dollars to New York City Public Schools than 

 8           we'd be entitled to under the current 

 9           formula, disproportionately impacting our 

10           system compared to many other districts.  

11                  As we have testified previously, this 

12           formula, which took about two decades to 

13           fully fund, is by now long out of date.  It 

14           does not address the realities of providing a 

15           high-quality education today to nearly 

16           1 million students, especially our most 

17           vulnerable populations -- students in 

18           temporary housing, multilingual learners, and 

19           students with disabilities. 

20                  As a result, New York City is 

21           contributing more than its fair share of the 

22           cost of running our school system.  In 2002, 

23           the state and New York City contributed 

24           equally to our schools, but today, 57 percent 


                                                                   211

 1           of our funding comes from New York City and 

 2           only 36 percent from the state.  Last school 

 3           year, we also rolled out a new weight in 

 4           New York City's funding formula for students 

 5           in temporary housing, which the Foundation 

 6           Aid formula does not currently consider.  

 7                  We strongly request that the state 

 8           consider the recommendations we made last 

 9           summer to the Rockefeller Institute of 

10           Government, including updating the regional 

11           cost metrics to better take into account the 

12           cost of living in New York City and updating 

13           and enhancing support for our high-needs 

14           students.  Incorporating these 

15           recommendations will ensure Foundation Aid 

16           can provide the services and resources our 

17           students and families deserve.  

18                  In addition, I'd like to comment on 

19           the proposed cellphone ban.  I am in strong 

20           agreement with the Governor that access to 

21           cellphones during the school day distracts 

22           from learning, divides attention, and worsens 

23           students' mental health.  That's why, back 

24           when I was a principal, we were a 


                                                                   212

 1           cellphone-free school.  

 2                  While it is reassuring to see there is 

 3           funding attached to the Governor's proposal, 

 4           the current dollar amount is inadequate.  

 5           Implementing an effective cellphone ban is a 

 6           major undertaking, and funding is also 

 7           critical when it comes to addressing parents' 

 8           concerns about communicating with their 

 9           children in emergencies.  

10                  Next I want to thank the Governor for 

11           her early college proposals, including the 

12           launch of the College in High School program. 

13           We think even more funding in this area would 

14           be beneficial, especially as New York City 

15           Public Schools works towards the goal of 

16           ensuring that by 2030, 100 percent of 

17           graduating students will have access to 

18           college credit.  We hope legislators will use 

19           the budget process to enhance this important 

20           investment and ensure it is allocated to 

21           districts fairly, based on student need.  

22                  Before I close, I'd like to update 

23           this body on our progress toward meeting the 

24           state class-size mandate.  This school year, 


                                                                   213

 1           over 46 percent of classes are at or below 

 2           the class-size caps prescribed by the law, 

 3           well above the 40 percent requirement for 

 4           '24-'25.  To achieve this, we worked closely 

 5           with the UFT, CSA, and our superintendents; 

 6           supported school budgets with hundreds of 

 7           millions of additional dollars designated for 

 8           class-size reduction; and incorporated 

 9           recommendations from our class-size working 

10           group.  

11                  We are also implementing a new plan to 

12           ensure compliance in the upcoming school 

13           year.  Over 750 schools submitted class-size 

14           reduction plans, which we are reviewing 

15           alongside our union partners, for dedicated 

16           funding.  We are making good progress.  But 

17           to reach full compliance by 2028, as the law 

18           requires, we will require significant 

19           additional resources.

20                  As we look to the future, and as 

21           New York City Public Schools empowers the 

22           next generation of New Yorkers, I am grateful 

23           for the meaningful engagement and partnership 

24           with all of you, our state legislators.  I 


                                                                   214

 1           look forward to continuing our collaboration 

 2           over the coming months and years.

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  Assemblymember Carroll.

 5                  ASSEMBLYMAN CARROLL:  Thank you, 

 6           Chair Pretlow.

 7                  Good afternoon, Chancellor.  It's very 

 8           nice to meet you.  First let me commend you 

 9           and your team and your predecessor, 

10           Chancellor Banks, on the NYC Reads program.  

11           As somebody who worked with Chancellor Banks 

12           hard on that project, I know how difficult it 

13           was to get it on its feet and how difficult 

14           it will continue to be to make sure that not 

15           only do we give evidence-based instruction to 

16           our children, but we do it with fidelity and 

17           continually so that all our children can 

18           become fluid and fluent readers.

19                  I would like -- I asked the previous 

20           panel this question, so I will ask it to you.  

21           As New York City has changed its pedagogy and 

22           approach to early childhood literacy, has 

23           New York City gone to its school libraries 

24           and removed leveled readers from those 


                                                                   215

 1           libraries and replaced them with decodable 

 2           texts?

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           Thank you so much, Assemblyman Carroll.  And 

 5           I also want to thank you for the work that 

 6           you did in partnership with New York City 

 7           Public Schools to make NYC Reads a success.  

 8           Your story and your support really inspired 

 9           this work.

10                  What I will say is that NYC Reads is 

11           not only a literacy initiative, it is 

12           addressing a curricular and instructional 

13           inequity that we have seen across New York 

14           City for many, many years.  A parent should 

15           not have to worry about sending their child 

16           to a school in the South Bronx and worry 

17           about the kinds if instruction and curriculum 

18           that they're getting, versus when they are 

19           sent to a school in another district that is 

20           not quite so poor and challenged.

21                  And so what we did in the first phase 

22           was really focus on learning the actual 

23           curriculum.  Our teachers, making --

24                  ASSEMBLYMAN CARROLL:  Chancellor, I 


                                                                   216

 1           understand that.  I'm deeply familiar with 

 2           what the previous chancellor and what you are 

 3           doing about implementing NYC Reads.  My 

 4           question is, have you done an accounting --

 5                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 6           I understand your question, Assemblymember.

 7                  ASSEMBLYMAN CARROLL:  So have you done 

 8           an accounting and are there -- are we 

 9           removing leveled readers and replacing them 

10           with decodable texts?

11                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

12           If you would allow me to just explain to you 

13           a summary of the journey for Phase 2, then we 

14           will get to your answer.

15                  ASSEMBLYMAN CARROLL:  Sure.

16                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

17           And so part of that is taking inventory of 

18           the interventions that are also supporting 

19           our students in our Tier 2 and Tier 3 

20           instruction -- meaning the students who are 

21           still struggling despite the curriculum that 

22           is front of them.

23                  As part of that, we are also taking 

24           inventory of the resources.  It is important 


                                                                   217

 1           that we take inventory of the interventions 

 2           before we get to the resources.  I 

 3           understand -- and I heard you as I was 

 4           sitting here in the audience, that there are 

 5           texts that are not aligned with NYC Reads.  

 6           The team immediately took note of that, and 

 7           we are going to work with our Division of 

 8           School Leadership.

 9                  But to answer you quite directly, we 

10           have not gotten to a massive systemwide 

11           inventory of those resources because we are 

12           now at the point where we're taking inventory 

13           of the interventions.

14                  ASSEMBLYMAN CARROLL:  Thank you.

15                  And look, I look forward to working 

16           with you to make sure that we solve that 

17           issue.

18                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

19           As do we.

20                  ASSEMBLYMAN CARROLL:  Pivoting to -- 

21           staying on the topic of libraries, school 

22           librarians:  I believe there's approximately 

23           260 school librarians in the New York City 

24           Public Schools system right now, down from 


                                                                   218

 1           approximately 1600.  There are some rubrics 

 2           about when a school gets a part-time 

 3           librarian, when a school gets a full-time 

 4           librarian.  I think schools over 800 students 

 5           are supposed to have full-time librarians.

 6                  What is the plan for New York City to 

 7           get more librarians into our schools so that 

 8           they can help both students and teachers 

 9           getting children the materials they so 

10           desperately need?

11                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

12           Yep.  School libraries have been a challenge 

13           for us for a number of reasons.  At this 

14           point, 74 percent of schools do not have a 

15           library program or a NYSED-certified 

16           librarian.  One of the challenges is that we 

17           don't have enough librarians, and I will 

18           speak to the work that we're doing to recruit 

19           more.  

20                  But the second part of it is also that 

21           principals have discretion over their budget 

22           and if a budget is declining due to declining 

23           enrollments, the principal has to make a very 

24           difficult decision:  Do I hire a librarian or 


                                                                   219

 1           do I hire an extra special education teacher?  

 2           And so we're also working with our schools to 

 3           address some of those issues.

 4                  In terms of pipeline work, though, we 

 5           have established a partnership with Syracuse 

 6           University, St. John Fisher University, and 

 7           New Visions to develop a pipeline.  We also 

 8           have our Teacher 2 Librarian program where 

 9           we've certified 80 school librarians from -- 

10           coming from teachers who are already 

11           certified.

12                  And the other thing that we don't talk 

13           enough about is our digital library, which 

14           has been very successful.  So 64,000 books 

15           have been opened, 23,000 hours spent reading.  

16           And so as we navigate the challenges to make 

17           sure that the schools have functioning 

18           libraries and that they have a certified 

19           librarian in the library, we are also 

20           leveraging these other resources like the 

21           digital library to make sure kids have access 

22           to age-appropriate texts.

23                  ASSEMBLYMAN CARROLL:  Thank you.

24                  So now I would like to pivot to 


                                                                   220

 1           students with disabilities, specifically 

 2           children struggling with dyslexia.  Though I 

 3           said previously that I commend you for the 

 4           successes of NYC Reads, I see, from the 

 5           outside, NYC Reads as mostly a Tier 1 

 6           intervention, and a very important Tier 1 

 7           intervention.  But of course students 

 8           struggling with phonological awareness issues 

 9           such as dyslexia are still at record numbers 

10           suing the New York City Public Schools system 

11           because their needs are not being met at 

12           their local public school.

13                  And the reason that they're suing them 

14           is because they are not getting the 

15           small-group, intensive, multisensory 

16           structured phonics-based instruction that 

17           they need.  That is what they are seeking, 

18           that is what every single one of them is 

19           seeking.  The private schools that they end 

20           up being placed in, that is exactly what they 

21           do.

22                  Why can't we do that in our local 

23           public schools?

24                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  


                                                                   221

 1           Well, this goes back to what I started 

 2           discussing earlier around the interventions.  

 3           When we started conducting this inventory of 

 4           the interventions at the Tier 2 and Tier 3 

 5           level, we found that there are almost 40 

 6           across our schools, and in some cases schools 

 7           are using multiple ones -- not necessarily 

 8           with rhyme or reason or any specific dosage.

 9                  And so that is very difficult for a 

10           child to make those leaps and bounds if we do 

11           not standardize some of that intervention 

12           process.  And so we're engaging in that work 

13           right now, and we look forward to continued 

14           conversations with you on the implementation 

15           of that and our progress.

16                  ASSEMBLYMAN CARROLL:  Well, I agree 

17           with you that we need to standardize it in a 

18           system that's as big as New York City.  What 

19           I hope that New York City realizes is that 

20           the parents who are put through this, and the 

21           children who are put through this, would like 

22           an option at their local public schools.  

23           That is what they prefer.  That is why they 

24           keep trying and failing, trying and 


                                                                   222

 1           failing -- and when they realize they will 

 2           never get the services that they so 

 3           desperately need for their son or daughter, 

 4           that they turn to suing the New York City 

 5           Public Schools system.  

 6                  And it is very clear, there are number 

 7           of world-class institutions in New York City 

 8           that have for the last 40, 50, 60 years 

 9           remediated issues around dyslexia sitting at 

10           our doorstep.  David Banks, the first thing 

11           he did was go to the Windward school with me.  

12                  The sad thing is, three-plus years 

13           later we have not gone to a place like the 

14           Windward School and said, Let us figure out 

15           what you're doing in your classrooms.  None 

16           of it's with technology.  None of it is 

17           newfangled.  All of it they've been doing for 

18           the last 50 years.  We need to do this in our 

19           schools.  I get that it won't happen in all 

20           840 elementary schools tomorrow.  But it is 

21           crazy that it is not happening at some of our 

22           local public schools today.

23                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

24           Well, and I would just say yes, more needs to 


                                                                   223

 1           be done.  I'm never going to sit here and say 

 2           that our job is done and that we've 

 3           accomplished this grand mission a hundred 

 4           percent, because that would be false.  And it 

 5           also wouldn't be true to the values I have as 

 6           an educator as well as the mother of a 

 7           struggling reader in New York City Public 

 8           Schools. 

 9                  What I will say is that we have taken 

10           your lead, Assemblymember, and as I mentioned 

11           in my remarks, we are grateful to you for 

12           your partnership.  It's the reason why there 

13           is a South Bronx Literacy Academy that is 

14           dedicated to supporting students with 

15           dyslexia.  It is the reason why we are 

16           doubling down on the interventions and doing 

17           another year of teacher support.  Because to 

18           your point, if the teachers do not have the 

19           resources they need to implement the 

20           curriculum and to intervene appropriately, 

21           students will not advance.

22                  ASSEMBLYMAN CARROLL:  Thank you, 

23           Chancellor.  And I look forward to continued 

24           partnering with you.  And thank you for your 


                                                                   224

 1           work.

 2                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 3           Likewise.  Thank you.

 4                  CHAIRMAN PRETLOW:  Senator?

 5                  CHAIRWOMAN KRUEGER:  Thank you.

 6                  We're going to start with the chair of 

 7           the New York City Education Committee, John 

 8           Liu, 10 minutes.

 9                  SENATOR LIU:  Thank you, Madam Chair.

10                  Congratulations, Chancellor.  I was 

11           sorry to see David Banks go, but I'm happy 

12           that you're there.

13                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

14           Thank you.

15                  SENATOR LIU:  And I know it's only 

16           been, what, four months?  Probably feels like 

17           four years.

18                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

19           Three, but no one's counting.

20                  (Laughter.)

21                  SENATOR LIU:  Okay, three months.

22                  You are in a difficult spot, and so 

23           you're going to be on the spot for difficult 

24           questions.  Right?  


                                                                   225

 1                  In New York City for hundreds of 

 2           years, and certainly in modern times, we have 

 3           recognized a need to protect everyone in 

 4           New York City.  And that means our health 

 5           policies look to make everybody healthy.  

 6           because when some people are sick or unwell, 

 7           it makes potentially the entire city sick or 

 8           unwell.

 9                  Similarly, we try to educate everybody 

10           because whether the family's been here for 

11           generations or for two weeks, educating 

12           people is always the best investment.  We 

13           make a windfall profit on everybody that goes 

14           through the New York City education system.

15                  So let me start off with this.  Has 

16           there been any kind of identification of a 

17           drop-off in attendance in the last month?

18                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

19           Thank you for the question, Senator Liu.  And 

20           I --

21                  SENATOR LIU:  You don't have to thank 

22           me for the questions.  There will be plenty 

23           more.

24                  (Laughter.)


                                                                   226

 1                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 2           Well, at some point I'll stop thanking you 

 3           for them, but we're early on, so thank you 

 4           for this one.

 5                  (Laughter.)

 6                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 7           So since the inauguration, we saw an 

 8           attendance between 84 and 89 percent.  And 

 9           when we look at the same week last year, that 

10           range was from 89 to 92 percent.

11                  Now, there are additional factors.  We 

12           know that we had a very, very cold week and 

13           the temperature does often impact our 

14           attendance.  While that drop in attendance 

15           isn't egregious, there is a drop since last 

16           year at the same time.

17                  SENATOR LIU:  I mean, that's a -- I 

18           would think that's a pretty substantial drop.  

19           A 4 to 7 percent, that's significant.

20                  And while you're saying some of that 

21           might be due to cold weather -- I mean, it is 

22           January, right.  Is it -- would it be safe to 

23           conclude that a large portion of that 

24           drop-off in attendance is due to fear by 


                                                                   227

 1           immigrant families and parents?

 2                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 3           I think what we can safely say is that it is 

 4           one of several factors.

 5                  SENATOR LIU:  Okay.  So I think -- I 

 6           think it's a big factor.

 7                  And my next question for you is, are 

 8           the school principals clear on how they're 

 9           going to respond to anything that they are 

10           partially expecting already?  Do they have 

11           clarity?  Because I'll be very honest, I've 

12           heard from a lot of principals they're not 

13           sure what they're going to do.

14                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

15           They're not sure what they're going to do in 

16           terms of what, Senator?  In terms of 

17           supporting with attendance and making sure 

18           families feel safe to come in?

19                  SENATOR LIU:  No, in terms of who they 

20           open the door for.

21                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

22           Understood.  So our policies around law 

23           enforcement entering the building remain the 

24           same.  Without a judicial warrant, we cannot 


                                                                   228

 1           have members of law enforcement just walk 

 2           into a building and take children.

 3                  We have communicated our policies to 

 4           our principals.  We have hosted a number of 

 5           trainings, and I will pass it over to Deputy 

 6           Chancellor Emma Vadehra to get more into the 

 7           details.  

 8                  But we know that there is fear amongst 

 9           our families, and we also know that 

10           principals have a very heavy lift in not only 

11           understanding the policies themselves, but 

12           also communicating them to their stakeholder 

13           groups. 

14                  So one of the things that we did is 

15           those same trainings, we actually offered 

16           them to our school counselors and we offered 

17           them to our parent coordinators.  Very 

18           important that our parent coordinators are 

19           part of this process, because they are often 

20           the first lines of defense.

21                  SENATOR LIU:  Okay.  And so is it the 

22           DOE or our public schools' policy that they 

23           do not let -- that the principals, including 

24           the entire team, including the school safety 


                                                                   229

 1           agents, they do not allow entry for law 

 2           enforcement without judicial warrants?

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           That is correct.

 5                  SENATOR LIU:  Or is it that they don't 

 6           have to?  They cannot, or they don't have to?

 7                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 8           They cannot.

 9                  SENATOR LIU:  They cannot.  All right, 

10           thank you.  All right.  

11                  And what about communications to 

12           parents?

13                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

14           Yes, we've also hosted a number of workshops 

15           for our families as well.  

16                  So Deputy Chancellor, if you could 

17           talk a little bit about the details.

18                  DEP. CHANCELLOR VADEHRA:  Thank you 

19           very much for the question.  Sorry to thank 

20           you, but we do appreciate this question.

21                  So just to be clear -- the chancellor 

22           touched on this, but, you know, we of course 

23           started hearing about this the day after the 

24           election, and the chancellor owned and 


                                                                   230

 1           continues to drive this work vitally, 

 2           essentially.

 3                  So we actually pushed out the guidance 

 4           we have in terms of non-local law enforcement 

 5           in our schools back in December out to our 

 6           principals -- all of our principals -- as 

 7           well as some other reminders about students' 

 8           rights to education, about not asking about 

 9           immigration status -- sort of the set of 

10           policies we have in place, as you said, to 

11           make sure we're educating all of our 

12           students.  

13                  So the guidance got pushed out in 

14           December.  Since then, starting in January, 

15           we've hosted a number of trainings.  We had 

16           over 1500 people on our principals training.  

17           We did trainings for parent coordinators, 

18           school counselors, guidance counselors.  We 

19           also worked with NYPD to do trainings with 

20           school safety and to make sure they 

21           understand that actually the protocol for 

22           them is the same as the protocol for us, 

23           which is they call the principal and our 

24           principal engages with our lawyers here.


                                                                   231

 1                  So we have done those --

 2                  SENATOR LIU:  Can you just describe 

 3           briefly what a valid judicial warrant would 

 4           be?  And who would know what a valid judicial 

 5           warrant looks like?

 6                  DEP. CHANCELLOR VADEHRA:  So I will 

 7           just -- I'll take the second part, because 

 8           it's a piece of our protocol that I think is 

 9           worth flagging, and then Dan, the lawyer, I 

10           will turn to on the first part.

11                  So part of this -- this is actually 

12           sort of part of the question in terms of our 

13           protocol, which is what we say to our 

14           principals is we don't expect you to make 

15           this determination on your own.  You will 

16           call your lawyers. 

17                  And so that's the protocol they're 

18           given.  SSAs are told to call their 

19           principals, so the principals can call 

20           New York City Public Schools' lawyers, who 

21           will be the ones making those determinations.

22                  SENATOR LIU:  Thank you.  

23                  On a different subject, I share your 

24           concern with the Foundation Aid formula 


                                                                   232

 1           changes as proposed by the Executive Budget.  

 2           Are there any suggestions that New York City 

 3           would have in terms of how to reshape the 

 4           Foundation Aid formula, particularly with 

 5           regard to the poverty definition or possibly 

 6           adding the additional weight for students in 

 7           temporary housing?

 8                  And, you know, perhaps do you have a 

 9           sense as to how much that additional weight 

10           in the Fair Student Funding formula is 

11           costing?

12                  DEP. CHANCELLOR VADEHRA:  Yes, thank 

13           you very much.  And we heard the earlier 

14           conversation on this as well --

15                  SENATOR LIU:  You're quite welcome!

16                  (Laughter.)

17                  DEP. CHANCELLOR VADEHRA:  It's like a 

18           tic of some sort.

19                  So as the chancellor flagged in her 

20           testimony, we think the poverty change -- 

21           poverty set of changes in the Governor's 

22           budget proposal would impact us to the tune 

23           of almost $350 million for New York City 

24           alone.


                                                                   233

 1                  SENATOR LIU:  Yeah, but how would you 

 2           change that?

 3                  DEP. CHANCELLOR VADEHRA:  Yes, getting 

 4           there.  

 5                  So I will say, because I noticed SED 

 6           commented on this as well.  Updating the 

 7           poverty rate in some way makes sense.  We 

 8           agree that that makes sense.  When both the 

 9           Regents and Rockefeller recommended something 

10           like that, they did recommend pairing it with 

11           a regional cost shift as well, which gets 

12           into why the poverty rate change alone 

13           impacts New York City in a negative way.

14                  So again, both the Regents and 

15           Rockefeller propose those two things 

16           together.  And we do think that's one way to 

17           look at updating the poverty rate, but also 

18           update the related pieces of the formula.  

19                  We also have recommended a students in 

20           temporary housing weight, as we've done in 

21           New York City Public Schools.  Our current 

22           weight across New York City Public Schools is 

23           about $80 million this year across our school 

24           system, just for students in temporary 


                                                                   234

 1           housing.  Which is itself more than the 

 2           McKinney-Vento money we get.  It's a far more 

 3           substantial investment in our students in 

 4           temporary housing.

 5                  We also do think it's worth the state 

 6           taking a look at how the weights work for 

 7           English learners and students with 

 8           disabilities as well.  We think there could 

 9           be both more substantial and more nuanced 

10           ways of looking at that, which is what we do.  

11           And Rockefeller actually pointed to our 

12           formula as a good way of looking at students 

13           with disabilities.

14                  SENATOR LIU:  Okay.  And since you're 

15           appreciating my questions so much, I have one 

16           last one for you since you're the chief 

17           financial officer.  

18                  You know, the NYC Reads program -- was 

19           I wrong about that?

20                  DEP. CHANCELLOR VADEHRA:  No, no.

21                  SENATOR LIU:  Okay.  The NYC Reads 

22           program has been widely praised.  At this 

23           point, is there now some kind of idea as to 

24           how much it costs?


                                                                   235

 1                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 2           Senator, this is actually our chief financial 

 3           officer (pointing to CFO Scott).

 4                  SENATOR LIU:  I'm sorry about that.

 5                  NYC PUBLIC SCHOOLS CFO SCOTT:  Because 

 6           of the mistake, I won't thank you for the 

 7           question.

 8                  (Laughter.)

 9                  NYC PUBLIC SCHOOLS CFO SCOTT:  It's 

10           roughly 55 million to support the program.

11                  SENATOR LIU:  I'm sorry, what was 

12           that?

13                  NYC PUBLIC SCHOOLS CFO SCOTT:  Sorry.  

14           It's roughly 55 million to support the 

15           program.

16                  FIRST DEP. CHANCELLOR WEISBERG:  Just 

17           to be clear, Senator, that -- you know, 

18           that's the current cost.  Our plan is to 

19           continue to scale.  So the chancellor's 

20           vision is ultimately we're going to have 

21           high-quality instruction, well-supported 

22           teachers, pre-K -- actually, 3-K all the way 

23           through 12 in ELA and math.  We're not close 

24           to that yet, so the cost will continue to 


                                                                   236

 1           rise as we expand and deepen.

 2                  CHAIRMAN PRETLOW:  Thank you.

 3                  Assemblyman Smith.

 4                  ASSEMBLYMAN SMITH:  Thank you, Chair.

 5                  And thank you, Chancellor, for being 

 6           here with us.  Congratulations.  And hearing 

 7           your biography -- this is our first time 

 8           meeting -- I'm very excited to hear that you 

 9           have experience in every field, every part of 

10           the educational system from being a classroom 

11           teacher to being a parent and involved in 

12           that way.

13                  So a few topics right now.  You 

14           mentioned the cellphone ban and the success 

15           and challenges you've had in New York City.  

16           Can you speak to that a little bit more about 

17           what you think, as the budget proposal 

18           continues, regarding the implementation?  

19           obviously maybe it's not enough money 

20           specifically.  But can you speak a little bit 

21           more about that?

22                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

23           I can.  And thank you so much for giving me 

24           the opportunity to speak about it, because 


                                                                   237

 1           it's something that I feel very strongly 

 2           about.

 3                  When I was a principal I only had 

 4           around 400 children in my school, so I 

 5           actually collected our cellphones in bubble 

 6           bags.  The cellphone pouches that can open 

 7           with a magnet, they are very expensive, but 

 8           they are the ideal model because children can 

 9           keep them on their person.  And in the event 

10           of an emergency, they can open them up with a 

11           magnet that is strategically placed 

12           throughout the building.

13                  I was broke, I didn't have that kind 

14           of money.  So when I had an emergency and 

15           needed to evacuate, I needed to get 400 

16           cellphones back into the hands of high school 

17           students.  That was very, very challenging.

18                  And so when I think about families 

19           having the fear -- and again, as the mother 

20           of a New York City public school student 

21           myself, I want to make sure that our schools 

22           have clear communication plans so that in the 

23           event of an emergency they can reach their 

24           families directly.  So that's one part of the 


                                                                   238

 1           funding that we would need.

 2                  The second piece is the logistical 

 3           piece.  If a school does not have the funds 

 4           for one of those magnetic pouches, they would 

 5           need to designate additional personnel to 

 6           collect the cellphones, to distribute them, 

 7           to guard them to make sure that they are not 

 8           stolen, they are not broken.  That costs a 

 9           lot of money.  You sometimes have to have an 

10           additional school aide or two who are just 

11           dedicated to that work.

12                  And thirdly, because we want to make 

13           sure that we offer the option of those 

14           pouches, those magnetic bags, those are 

15           roughly $30 a child.  And that's an annual 

16           fee.  Those bags are not -- you know, you 

17           can't use them for more than one year.  And 

18           we're not even talking, you know, like the 

19           Gucci/Prada version, we're talking about just 

20           the standard bag.  And so we want to make 

21           sure that the models that are available to 

22           schools, that they can afford them.

23                  The other thing is that roughly 800 of 

24           our schools have already signed up to do this 


                                                                   239

 1           work.  And what we don't want to tell them is 

 2           continue to self-fund while we pay for 

 3           schools to get on the bus.  Particularly if 

 4           the Foundation Aid formula does not adjust, 

 5           then there's going to be a decrease in the 

 6           funding that they get and we're potentially 

 7           looking at federal cuts that contribute to 

 8           $2 billion of our budget.

 9                  ASSEMBLYMAN SMITH:  I think you bring 

10           up a good point.  You know, these items are a 

11           thousand dollars each, so to put that on the 

12           employees and on the school, it's a lot.  And 

13           then even as you mention, to put it on every 

14           period -- I was a high school teacher, you 

15           know, and I'm a parent as well.  

16                  There's also an emotional side of 

17           this.  So as I'm going throughout my district 

18           and speaking with parents the first thought 

19           and concern they have is, Well, if there's an 

20           emergency, I want to be able to reach my kid.  

21           But I -- and maybe you can speak to this a 

22           little bit.  I've kind of urged them and 

23           said, You know, if there's an emergency, we 

24           really want the students listening to the 


                                                                   240

 1           adult in the room, taking direction.  

 2                  And everybody I've spoken to in 

 3           emergency services has said kind of the same 

 4           thing, that they want to know that the 

 5           students are not distracted when they could 

 6           be in harm's way.  

 7                  Can you speak to that?

 8                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 9           A hundred percent.  

10                  But we're also thinking about children 

11           who travel on their own in many cases, and so 

12           it's not necessarily of the emergency in the 

13           building, it's also what happens at 

14           dismissal.  Right?  And so we need to make 

15           sure that if there is an emergency -- and we 

16           don't want to sit here and imagine that there 

17           would be one, but if there is, while the 

18           school is communicating, at some point the 

19           child is going to have to be in touch with a 

20           caretaker and make sure that they are having 

21           the conversation around where do we meet, can 

22           I get myself home.  So it's not just about 

23           that school piece.

24                  ASSEMBLYMAN SMITH:  Okay, thank you.  


                                                                   241

 1           I think you've addressed some of those 

 2           issues.  And it's news to me, that $30 per 

 3           item.  That's very cost-prohibitive, that 

 4           could be for your schools and schools across 

 5           the state.  

 6                  But you do believe that that's the 

 7           preferable way, instead of having kind of 

 8           like the thing on the back of the door where 

 9           you put it in every period?

10                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

11           I absolutely do believe that that is the 

12           best.  That is the best way.

13                  And if I may just say one more thing.  

14           We know that taking away cellphones during 

15           bell-to-bell instruction is going to keep 

16           instruction sacred.  We know that.  But the 

17           reason why we are also coupling this with 

18           huge supports in mental health is because we 

19           know that taking away cellphones from bell to 

20           bell is not necessarily going to cure the 

21           mental health issues that are happening once 

22           they get their cellphones back.  Cellphones 

23           are an instrument to express your 

24           frustrations, your loneliness, your 


                                                                   242

 1           depression.  But that doesn't mean that if we 

 2           take them away during the school day those 

 3           things are going to disappear.

 4                  ASSEMBLYMAN SMITH:  Thank you for 

 5           recognizing it.  Thank you.

 6                  CHAIRMAN PRETLOW:  Thank you.

 7                  Senate?

 8                  CHAIRWOMAN KRUEGER:  Thank you.

 9                  Next, Shelley Mayer, 10 minutes, chair 

10           of Education.

11                  SENATOR MAYER:  Good afternoon, 

12           Chancellor, and thank you for really taking 

13           on a tough assignment at a tough moment.

14                  If the Legislature or the Governor 

15           doesn't fix the initial proposal that really 

16           reduces what you thought you would get by 

17           350 million, have you come up with a 

18           contingency plan?  What would it look like 

19           for the New York City Public Schools to lose 

20           $350 million of anticipated funds?

21                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

22           Thank you so much.  So, Senator, I first of 

23           all appreciate the question because it gives 

24           us an opportunity to really talk to you not 


                                                                   243

 1           only about the dollar amount, but just to 

 2           paint a picture of the kinds of programs that 

 3           we're talking about.

 4                  We had to self-fund several 

 5           after-school programs.  We know that we need 

 6           a lot of additional academic support for our 

 7           multilingual learners, our students with 

 8           IEPs.  So those are just some of the areas 

 9           that we are concerned about.

10                  But I'm going to ask our CFO and our 

11           deputy chancellor to talk more about the 

12           details.

13                  NYC PUBLIC SCHOOLS CFO SCOTT:  Sure.  

14           So one, we have rolling costs across the 

15           city, right, inflation --

16                  SENATOR MAYER:  Can you get closer to 

17           the microphone?  

18                  NYC PUBLIC SCHOOLS CFO SCOTT:  I'm 

19           sorry.  Is that better?

20                  SENATOR MAYER:  Yes.

21                  NYC PUBLIC SCHOOLS CFO SCOTT:  Yup, so 

22           we have rolling costs across the city, 

23           inflation, everything is rising for us.  But 

24           essentially we have the funds pay for our 


                                                                   244

 1           mandated services.  We have special 

 2           education, we have things for our general 

 3           education that supports that.

 4                  And also to the chancellor's point -- 

 5           sorry, I'm totally losing my train of thought 

 6           here.  But there are a number of things that 

 7           we -- a majority of our funding goes into 

 8           schools, right?  We've been holding schools 

 9           harmless, that's the point that I wanted to 

10           make, from any enrollment loss.  And so we've 

11           been holding schools stable.  We won't be 

12           able to do that without having this essential 

13           funding -- and, again, helping us to pay for 

14           our mandated costs such as special education.

15                  SENATOR MAYER:  Thank you.

16                  What is the change in enrollment in 

17           the New York City Public Schools over the 

18           last year?

19                  FIRST DEP. CHANCELLOR WEISBERG:  So 

20           it's been about flat, Senator.  So it's about 

21           905,000 -- or 908,000.  So it inched up the 

22           prior year, and then it's about flat this 

23           year.

24                  SENATOR MAYER:  Okay.  And what's the 


                                                                   245

 1           current graduation rate of New York City 

 2           Public Schools?

 3                  FIRST DEP. CHANCELLOR WEISBERG:  It's 

 4           about 83 percent or so.

 5                  SENATOR MAYER:  Has that changed in 

 6           the last few years?

 7                  FIRST DEP. CHANCELLOR WEISBERG:  It's 

 8           increased slightly.  And we're just waiting 

 9           for the state to report out graduation rates 

10           for the most recent cohort.  But it's 

11           increased slightly.

12                  COVID -- not to get too deep into the 

13           weeds, but, you know, some of the graduation 

14           requirements were waived during COVID, and so 

15           that had an impact.  And now those 

16           requirements are being imposed again, so 

17           we'll see what happens with graduation rates.

18                  SENATOR MAYER:  Okay.  I see that the 

19           USOMB just rescinded yesterday's order.  But 

20           that being said, that doesn't mean something 

21           like that isn't going to come back.  If the 

22           New York City Public Schools were to lose 

23           funding under the Project 2025 proposal, 

24           either Title I or IDEA funding, what is the 


                                                                   246

 1           dollar value of the federal funding that the 

 2           New York City Public Schools receive?

 3                  DEP. CHANCELLOR VADEHRA:  We receive a 

 4           bit over $2 billion from the federal 

 5           government.

 6                  SENATOR MAYER:  Two billion?

 7                  DEP. CHANCELLOR VADEHRA:  Two billion.  

 8           And just to give a sense of the other big 

 9           ones, because they're not all Department of 

10           Education and some others are named in 

11           Project 2025, Head Start is another big one, 

12           childcare and development block grants, and 

13           also school food is another major funding 

14           stream from the federal government.

15                  SENATOR MAYER:  Can you provide us an 

16           itemized list of where those federal funds go 

17           by program, so that we can understand and 

18           make the case that this loss of federal funds 

19           has a concrete impact on the students and the 

20           families in New York City Public Schools?

21                  DEP. CHANCELLOR VADEHRA:  Thank you 

22           very much for that request, and we can 

23           absolutely send that as a follow-up.

24                  SENATOR MAYER:  Okay, good.  You don't 


                                                                   247

 1           have to thank me either.

 2                  DEP. CHANCELLOR VADEHRA:  I will for 

 3           that one, though.

 4                  SENATOR MAYER:  Okay, thank you.

 5                  On the dual enrollment issues that the 

 6           Governor proposed, I saw in your testimony 

 7           you're favorable but not very specific.  And 

 8           frankly the proposal isn't very specific 

 9           either.  How many students in the New York 

10           City Public Schools are enrolled in some kind 

11           of dual enrollment program?  And what is your 

12           preferred way for a dual enrollment program 

13           to work best for students?

14                  FIRST DEP. CHANCELLOR WEISBERG:  I 

15           don't have the -- I don't have the specific 

16           number.  We'll get that for you maybe as we 

17           sit here, Senator, and we'll be able to 

18           report to you about it by the end of the 

19           hearing.  I can say the number of our 

20           students -- and this is a core part of 

21           our Future Ready program of making sure our 

22           kids graduate ready for the workforce -- has 

23           increased.  The percentage of students who 

24           are getting early college credit has 


                                                                   248

 1           increased by 10 percent just over the last 

 2           two years.  This is a big piece.

 3                  Very importantly, and this gets to 

 4           your second part of your question, the 

 5           percentage of students who are passing those 

 6           courses so they can get credit when they go 

 7           to college, that's increased as well by 

 8           5 percent.  That's a really important 

 9           indicator.  It's not just taking a college 

10           class, we actually want our kids to pass it 

11           and get credit, get an A or a B or a C.

12                  And, you know, in terms of our 

13           preferred structure, dual enrollment is 

14           really important where very concretely our 

15           teachers, our high school teachers are 

16           designated as adjuncts by our higher ed 

17           partners, CUNY or other higher ed partners.  

18           Why is that important?  That means while the 

19           student is in high school taking a class, 

20           it's from a teacher who's teaching at a 

21           college level, and they're getting credit 

22           there.

23                  It's great for our kids to go to 

24           college campuses, but it's a burden as well.  


                                                                   249

 1           So kids who are in early college programs, 

 2           very often they go to their high school in 

 3           the morning and then they've got to go 

 4           someplace, sometimes to another borough -- 

 5           they've got to jump on a train, skip lunch, 

 6           go to another borough to get to the college 

 7           campus to take college-level courses.  Much 

 8           better for us if we can have true dual 

 9           enrollment where they're getting college 

10           credit for courses that are being taught by 

11           our teachers.

12                  We want some of both, but we want the 

13           choice.

14                  SENATOR MAYER:  Have you communicated 

15           that in any kind of formal way that your 

16           preference is for the teachers to be 

17           certified as adjuncts, as opposed to, for 

18           example, like in P-TECH where in the 

19           afternoon they go into an internship?

20                  FIRST DEP. CHANCELLOR WEISBERG:  

21           Right.  So that conversation is one that 

22           we're having right now with the Governor's 

23           folks.

24                  SENATOR MAYER:  Okay.  Okay.


                                                                   250

 1                  And then lastly I know -- in the first 

 2           place, you have a very impressive civics 

 3           curriculum that you shared with me and I was 

 4           glad to go to school with you.  Can you just 

 5           briefly describe whether there are additional 

 6           costs associated with your quite aggressive 

 7           civics curriculum and efforts in the New York 

 8           schools?

 9                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

10           Yes, we are very proud of our civics program.  

11           Thank you for joining us on that great school 

12           visit. 

13                  So I'm going to ask our CFO and deputy 

14           chancellor to talk a little bit about the 

15           costs associated.

16                  NYC PUBLIC SCHOOLS CFO SCOTT:  I'll 

17           get back to you on the costs for the civics 

18           program.

19                  SENATOR MAYER:  Thank you.  Okay.

20                  Last is you talked about NYC Reads, 

21           NYC Solves, your math enrichment or 

22           intentional math improvement -- which is a 

23           statewide problem, frankly, math scores.  

24           Have you seen tangible results as a result of 


                                                                   251

 1           that?  And if so, what are they, and can you 

 2           share them?

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           So we have not seen the results yet, to be 

 5           completely honest with you.  And in fact I 

 6           have to really thank our partners at the UFT 

 7           because they have been working closely with 

 8           us, monitoring this on the ground.

 9                  It's a great idea.  We have great 

10           intentions.  But the shift to conceptual math 

11           has been a bit of a challenge for some of our 

12           teachers and many of our children.

13                  And so we are now in the process of 

14           working with the UFT.  We've identified 

15           excellent model teachers across the city who 

16           are actually modifying the pacing and taking 

17           out some of the units and adding additional 

18           units to better support the students.  So 

19           we're not veering away from the new 

20           curriculum.  We want to make sure that we're 

21           not saying, well, it doesn't work and we just 

22           need to take it out, but how can we adjust it 

23           and give a longer runway for success.  

24                  But it was important for us to listen 


                                                                   252

 1           to our teachers and the UFT and to 

 2           acknowledge the challenges and make those 

 3           adjustments.  We're confident now, Senator, 

 4           with those adjustments that we've made -- 

 5           that we are making -- that we will see more 

 6           impact.

 7                  SENATOR MAYER:  Okay.  And the last 

 8           question is you mentioned -- I think the CFO 

 9           mentioned you are picking up the costs of 

10           some after-schools.  Is that because they 

11           were not funded under the LEAPS program?

12                  NYC PUBLIC SCHOOLS CFO SCOTT:  Yup, 

13           that's correct.  So that grant expired.  And 

14           what we had to do was work with the state, 

15           who picked up 3 million of the cost.  And the 

16           city picked up 5 million to support those 

17           schools who would have otherwise lost 

18           funding.

19                  SENATOR MAYER:  And in those schools 

20           does it cost the families to participate?  Or 

21           is it --

22                  NYC PUBLIC SCHOOLS CFO SCOTT:  No, 

23           it's free for the families.

24                  SENATOR MAYER:  It is free.


                                                                   253

 1                  NYC PUBLIC SCHOOLS CFO SCOTT:  Yes.

 2                  SENATOR MAYER:  But that's -- is that 

 3           because you applied and you did not get the 

 4           LEAPS funding that continued?

 5                  NYC PUBLIC SCHOOLS CFO SCOTT:  So the 

 6           LEAP funding is actually allocated to CBOs, 

 7           who then partner with our schools.

 8                  SENATOR MAYER:  Yes.

 9                  NYC PUBLIC SCHOOLS CFO SCOTT:  We 

10           didn't have the lists of the CBOs who would 

11           actually be awarded, so what we did was just 

12           provide the funding directly to the schools.

13                  SENATOR MAYER:  And what's the amount 

14           that you --

15                  NYC PUBLIC SCHOOLS CFO SCOTT:  It's a 

16           total of 8 million.  Again, the state picked 

17           up three and the city picked up five.

18                  SENATOR MAYER:  Okay.  Thank you very 

19           much.  Appreciate that.

20                  CHAIRWOMAN KRUEGER:  (Mic off.)

21                  CHAIRMAN PRETLOW:  Assemblyman De Los 

22           Santos.

23                  ASSEMBLYMAN DE LOS SANTOS:  Good 

24           afternoon.  Thank you, Mr. Chair.  And thank 


                                                                   254

 1           you, Chancellor Aviles-Ramos, for your 

 2           leadership and for, you know, stepping up 

 3           during this challenging time that we're 

 4           facing in our city and our state.

 5                  Community school I believe is a great 

 6           model.  In fact, I believe that every school 

 7           in New York City should become a community 

 8           school.  Community schools and CBOs play a 

 9           critical role in providing wraparound 

10           services that support students beyond the 

11           classroom, particularly in high-needs areas.

12                  What is your take on the expansion of 

13           community schools?

14                  In addition to that, what is the 

15           Department of Education currently doing to 

16           expand parental engagement?

17                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

18           So we'll start with the community schools 

19           piece.  I agree with you.  I was a community 

20           school campus when I was a principal and 

21           greatly benefited from the resources.  My 

22           dream would be to see every single school 

23           have a community school model.  

24           Unfortunately, the funding, the cost that is 


                                                                   255

 1           attached to that is exorbitant.  And so we 

 2           would need support to be able to make that 

 3           happen.

 4                  What I will say is that we know there 

 5           have been a number of issues.  Partially it's 

 6           that the initial expansion of community 

 7           schools was under stimulus dollars.  And when 

 8           that expired, we then stepped up and we 

 9           funded them again for another year.  But 

10           again, that does cost a great deal of money.

11                  So I'm going to pass it over to my 

12           deputy chancellor to talk a little bit more 

13           about the actual numbers, and then I'm happy 

14           to come back to your parent empowerment 

15           question.

16                  ASSEMBLYMAN DE LOS SANTOS:  Thank you.

17                  DEP. CHANCELLOR VADEHRA:  I will just 

18           say we have about 420 community schools in 

19           the city right now.  A small amount of that 

20           money comes from the Foundation Aid 

21           set-aside, but most of that is now city 

22           funding that we are putting into those 

23           schools.  We used federal dollars to expand; 

24           that went away, and we stepped up with city 


                                                                   256

 1           funding.  But we have about 420 currently.

 2                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 3           And in terms of family empowerment, it is one 

 4           of the reasons why it is one of my 

 5           commitments.  We've talked a lot about 

 6           engagement, but when we empower families, we 

 7           want to make sure that they're at the 

 8           decision making table with us, talking about 

 9           what are their children's best needs and how 

10           we can meet them.

11                  And so we have our newly appointed 

12           deputy chancellor for family, community and 

13           student empowerment.  We are working closely 

14           with our Division of School Leadership 

15           partners to make sure that we're 

16           strengthening the relationships between our 

17           CECs and our district superintendents, 

18           because we know that family empowerment does 

19           start there.

20                  We are also working to create a 

21           program where we are training family leaders 

22           across the city on what are their resources, 

23           from knowing their rights to accessing 

24           resources across New York City, so that way 


                                                                   257

 1           they can train other families.  And this 

 2           includes the IEP process, getting your child 

 3           evaluated.  We want to make sure that some of 

 4           these very difficult -- very difficult tasks 

 5           that families face, that they understand step 

 6           by step on how to do that work.

 7                  And I open it to the team if they want 

 8           to add anything else.

 9                  ASSEMBLYMAN DE LOS SANTOS:  Thank you.

10                  The deputy chancellor alluded to the 

11           graduation rate being 83 percent.  If we were 

12           to convert every school in New York City, 

13           would that number go up?

14                  CHAIRMAN PRETLOW:  Thank you.

15                  Senator?

16                  CHAIRWOMAN KRUEGER:  Thank you.

17                  Senator Brisport.

18                  SENATOR BRISPORT:  Thank you, 

19           Madam Chair.  

20                  And thank you, Chancellor.  Appreciate 

21           you being here today.  Welcome to Albany.

22                  I have some questions about early 

23           childhood education, because we are in the 

24           midst of a statewide childcare shortage and 


                                                                   258

 1           Mayor Adams' budget proposal cuts 

 2           $112 million from 3-K.  News also recently 

 3           broke that his administration is currently in 

 4           the process of closing at least five 

 5           childcare centers -- one of them is in my 

 6           district -- despite high enrollment and 

 7           demand for them.

 8                  So given the extreme need for 

 9           additional childcare centers in New York 

10           City, not fewer, do you feel as though the 

11           Governor's budget proposal provides the city 

12           enough funding to regrow the childcare 

13           sector?

14                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS: 

15           We have been working very, very hard at 

16           making sure that we are rightsizing our early 

17           childhood program so that taxpayer dollars 

18           are actually funding seats for the right age 

19           groups in the locations that have the most 

20           need.

21                  And I want to go directly to the 

22           question around the leases, the closures that 

23           you referenced, which was not an easy 

24           decision.  But that was borne out of the 


                                                                   259

 1           exorbitant costs that we were paying for 

 2           these leases, leases that are either expired 

 3           or up for renewal.  Those locations have been 

 4           closed.  There is a runway of approximately 

 5           six months to be able to support the 

 6           providers and the families, particularly the 

 7           families finding seats in locations that are 

 8           very, very close by.

 9                  But we do need to rightsize our seats.  

10           We do need to make sure that those seats are 

11           in places where there is need.  In some of 

12           the cases where you mentioned one of the -- 

13           there were three criteria that we used to 

14           identify those locations, and one of them is 

15           underutilization.  And so while some of the 

16           sites have 80, 90 kids, it's still under 

17           95 percent of their utilization.

18                  I'm actually going to pass it to our 

19           CFO to talk more about the dollars and cents, 

20           but I just wanted to lead with that opening.  

21           These are not easy conversations, Senator, 

22           and I really want to thank you for lifting 

23           them and I want us to work in partnership 

24           around some of these decisions.  But I do 


                                                                   260

 1           want to be forthcoming and say that the work 

 2           that it takes to rightsize these seats across 

 3           New York City has been a challenge.

 4                  NYC PUBLIC SCHOOLS CFO SCOTT:  So to 

 5           answer your question, around 112 million.  

 6                  We're very much still in the early 

 7           process of our budget process, and so we -- 

 8           essentially the money was put in, it was only 

 9           put in for fiscal year '25.  We are having 

10           ongoing conversations about having that 

11           funding baselined in our budget.  So it 

12           doesn't mean that our commitment that's tied 

13           to that funding is actually being reduced.  

14           We just need to have the conversations with 

15           our partners at the city about baselining 

16           those funds in our budget.

17                  SENATOR BRISPORT:  Thank you.

18                  And just with my last 15 seconds I do 

19           want to respectfully push back at Grand 

20           Street Settlement, one of the locations that 

21           is being rightsized.  The CEO says that they 

22           are fully enrolled.

23                  And I would also say -- I just do ask 

24           that you check, you know, rightsizing, that 


                                                                   261

 1           the centers have enough funding, enough staff 

 2           to be fully enrolled.

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           Thank you.

 5                  CHAIRMAN PRETLOW:  Thank you.

 6                  Assemblyman Ra, ranker.

 7                  ASSEMBLYMAN RA:  Thank you, 

 8           Chancellor.  Just a question with regard to 

 9           Foundation Aid numbers for the city.  

10                  In particular you talked about, you 

11           know, expecting, under the current formula, 

12           $350 million additional.  So that, I assume, 

13           is not necessarily because of the new measure 

14           but more so the update in the census numbers.  

15           Am I correct?

16                  DEP. CHANCELLOR VADEHRA:  It's the 

17           combination of the changes to poverty that 

18           the Governor proposed.  So there's two 

19           separate changes, and the combo of those 

20           comes to that reduction.

21                  ASSEMBLYMAN RA:  Okay.  And last year 

22           your predecessor talked about the overall 

23           enrollment numbers in New York City, and I 

24           believe he had told us, you know, after about 


                                                                   262

 1           five years of enrollment decline, you know, 

 2           it had gone from I believe over a million to 

 3           somewhere around 900,000, or maybe a little 

 4           below that.  That there was then, because of 

 5           an influx of many migrant families, that that 

 6           had started to tick the student population up 

 7           once again.

 8                  Do you have updated numbers just in 

 9           terms of what your enrollment numbers look 

10           like?

11                  FIRST DEP. CHANCELLOR WEISBERG:  You 

12           know, again, 3-K to 12, Assemblymember, is 

13           about 908,000.  So we -- a year where we saw 

14           a slight uptick and then this year we saw 

15           basically it being flat.

16                  ASSEMBLYMAN RA:  Okay.  Would it be 

17           fair to say that, though, under the current 

18           formula that that might drive additional 

19           Foundation Aid dollars to the city given 

20           that, you know, many of these are going to be 

21           English language learners and they're going 

22           to have -- you know, need additional 

23           resources under the formula?

24                  DEP. CHANCELLOR VADEHRA:  Yes.  So to 


                                                                   263

 1           the extent our enrollment stays stable -- 

 2           since of course that's a core piece of the 

 3           formula, and the English language learner 

 4           piece, those both do input into how the 

 5           current formula supports our students.

 6                  And just to touch on before, we did 

 7           recommend last year updates to both the 

 8           English learner and the students with 

 9           disabilities weights within the formula 

10           because they actually don't keep up with the 

11           costs of actually providing those additional 

12           services you're talking about.  But they are 

13           both there in the formula, yes.

14                  ASSEMBLYMAN RA:  Sure.  And that was 

15           going to be the next piece.  Obviously, you 

16           know, when we undertook this study -- and 

17           we've all had some time to digest it, but we 

18           all kind of were like, okay, if we pick and 

19           choose pieces of it, it may not create the 

20           most fair possible outcome.  

21                  And I know with regard certainly to 

22           special education costs, English language 

23           learners -- you know, if you can comment more 

24           comprehensively about those issues and how, 


                                                                   264

 1           you know, if we were doing maybe some form of 

 2           a lot of the other recommendations, whether 

 3           that would -- would your numbers look more 

 4           like what you were expecting?

 5                  DEP. CHANCELLOR VADEHRA:  Yes.  So of 

 6           course it would depend how you all decide to 

 7           implement those recommendations.  And even 

 8           Rockefeller had a number of different things.

 9                  But when we look at the costs of the 

10           services we're providing in our schools and 

11           the students we're enrolling, we do think one 

12           big one is change to regional costs in 

13           particular.  It costs more to live in 

14           New York City, and that's also a metric in 

15           the formula that hasn't been updated in a 

16           long time and therefore hasn't kept up with 

17           the rising costs in the city, including the 

18           costs of our teachers, our schools.

19                  So that regional cost piece is a big 

20           one for us.  Students with disabilities, 

21           English learners -- thinking about how to 

22           increase and create a little more nuance 

23           around the weights the formula already 

24           includes for those students.  We have 


                                                                   265

 1           disproportionate and growing numbers of 

 2           English learners, as you flagged.  So those 

 3           are really important to us as well.  

 4                  Students in temporary housing, as the 

 5           Senator mentioned earlier, we've worked a 

 6           weight for them into our formula so we can 

 7           provide additional funding there.  We think 

 8           that would help as well.  And the specifics 

 9           would depend on the numbers you touched on.

10                  ASSEMBLYMAN RA:  Thank you.

11                  CHAIRMAN PRETLOW:  Senate?

12                  CHAIRWOMAN KRUEGER:  Senator 

13           SepĂșlvel-da.  SepĂșl-vee-da, excuse me.

14                  SENATOR SEPÚLVEDA:  Say that three 

15           times in a row.

16                  CHAIRMAN PRETLOW:  SepĂșlveda.

17                  SENATOR SEPÚLVEDA:  Good afternoon, 

18           Madam Chancellor.  As a fellow Bronxite -- 

19           where you hail from -- as a fellow Latino, I 

20           am very proud to have you as the chancellor 

21           of the New York City school system.

22                  But beyond that, your experience as a 

23           teacher, a principal, a deputy 

24           superintendent, an acting superintendent, a 


                                                                   266

 1           chief of staff -- I can't think of any person 

 2           in the State of New York who's in a better 

 3           position to handle our school system, our 

 4           public school system than you.  And I offer 

 5           you my cooperation for everything you do for 

 6           the kids in our school system.

 7                  But with that in mind, I want to know, 

 8           as the chancellor, what are your priorities 

 9           for the schools?

10                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

11           Senator, thank you for your ongoing support.  

12           Ever since I was a deputy superintendent, a 

13           superintendent in your district, we have had 

14           a great partnership, and I want to thank you 

15           for that. 

16                  My priorities quite simply are what I 

17           want for my own child as she's being educated 

18           in our public school system.  I want access 

19           to an amazing instructional program.  I want 

20           access to resources that are going to get her 

21           not only to, but through college.  I want our 

22           children to be able to go to college 

23           confidently with the soft skills that they 

24           need to be successful in university but also 


                                                                   267

 1           beyond.

 2                  I myself, as a young person who made 

 3           it to college, once I got there I had no idea 

 4           what I was doing.  I didn't know how to 

 5           manage my time.  I didn't know how to manage 

 6           my money.  I didn't know how to study 

 7           properly.  I was taught to regurgitate facts 

 8           and to take tests and to not think on my own.  

 9                  And when I think about the -- when I 

10           think about the issues that plague education, 

11           it is because the system has been set up to 

12           create robotic, compliant children who then 

13           become adults.  And then we say, here's the 

14           21st century and we want you to think 

15           creatively and lead creatively.  Well, how 

16           can we have those expectations if we do not 

17           think outside of the box?

18                  And the work that we are doing with 

19           Future Ready schools, through our Pathways 

20           program, is so important.  Because for many 

21           of our students -- not all of them, but many 

22           of them -- they have to negotiate between 

23           their basic needs and their aspirations.  And 

24           so it is very hard for me to enjoy an 


                                                                   268

 1           enrichment program that's going to get me 

 2           ready for the SAT or the ACT when I have to 

 3           work and take care of my younger siblings or 

 4           I have to help my family put food on the 

 5           table.

 6                  Putting $10 million in wages in our 

 7           students' pockets while they are in high 

 8           school and saying, Here is a tangible, 

 9           concrete career that is waiting for you if 

10           you complete this coursework, makes them go 

11           all the way.  And that, to me, gives me pride 

12           in New York City Public Schools.

13                  But what I will say is the foundation, 

14           the instructional foundation has to be 

15           wonderful as well.  And with NYC Reads, it's 

16           step one, that implementation of that 

17           curriculum across New York City is important.  

18           But again, it goes back to the interventions 

19           and making sure that all students have access 

20           to that instruction.

21                  Thank you, Senator.

22                  SENATOR SEPÚLVEDA:  If I had more 

23           time, I would ask you about the issue of 

24           mental health, but I'll catch you later.


                                                                   269

 1                  CHAIRMAN PRETLOW:  Assemblywoman 

 2           Catalina Cruz.

 3                  ASSEMBLYWOMAN CRUZ:  Thank you, 

 4           Chancellor, and your team.

 5                  I want to refer to one of the 

 6           questions that was already answered where 

 7           I -- I'm not exactly sure where we were going 

 8           with this, the after-school program and the 

 9           money that was cut.  Your team answered that 

10           the families were getting this after-school 

11           for free.  I've had families, the PTA 

12           president from at least two of my schools who 

13           are paying anywhere between 300 to 500 a 

14           week, and this is in a community where folks 

15           can't afford what is basically a car payment.  

16           So I'm trying to understand when we're saying 

17           that they're getting it for free and when I 

18           have families paying.  So that's my first 

19           question.  

20                  And then my second question is the 

21           prior panel talked about the policy that has 

22           been distributed statewide about how schools 

23           should interact with ICE should they show up 

24           at their door.  Your team has also discussed 


                                                                   270

 1           it as policy, that I actually believe that 

 2           both policies would be in compliance with 

 3           FERPA to ensure if this was a law enforcement 

 4           agency.  

 5                  But I think what people are failing to 

 6           see is that it is a law enforcement agency 

 7           possibly carrying a civil nature enforcement.  

 8           Because if it is not a judicial order, we 

 9           have a separate conversation.  And so my 

10           question for that is, is this only based on 

11           regulation, interpretation of the law, or is 

12           there actual city or state law that dictates 

13           how your teachers and your principals should 

14           be acting?

15                  And then the last is a comment.  You 

16           know, in the era of possible ICE showing up 

17           to school in ICE raids, and uncertainty, I 

18           want you to consider how this would interact 

19           with the cellphone ban when it comes to 

20           implementing it.

21                  Thank you.

22                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

23           Assemblywoman, thank you so much.  And I 

24           actually remember personally working with you 


                                                                   271

 1           on the after school.  

 2                  ASSEMBLYWOMAN CRUZ:  Oh, yes, thank 

 3           you for that.

 4                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 5           And you're absolutely right, that there are 

 6           pockets of places where it is not free.  We 

 7           are getting the details, so that way we can 

 8           share that with everyone.  I think it's -- 

 9           that's many fewer cases, but nonetheless 

10           "few" still means too many.

11                  So I just want to acknowledge that we 

12           appreciate your advocacy, because I do 

13           remember us working with your office on that.

14                  And so to address your second 

15           question, I want to be clear that our policy 

16           remains intact.  And you're absolutely right 

17           around -- you know, in terms of law.  But our 

18           policy, I just want to reiterate for everyone 

19           that it has been imperative for us to train 

20           our principals and our families around that 

21           existing policy.

22                  That being said, there is federal law 

23           that requires us not to admit law enforcement 

24           without a judicial warrant pursuant to the 


                                                                   272

 1           Fourth and Tenth Amendments of the 

 2           Constitution and Supreme Court precedent.  So 

 3           the requirement is not specific to ICE, it is 

 4           just the general responsibility of schools to 

 5           ensure protection of their students' legal 

 6           constitutional rights.

 7                  ASSEMBLYWOMAN CRUZ:  And then my last 

 8           16 seconds, so it's interpretation by the 

 9           city of existing federal law.  It is not in 

10           state law, and it is not in city law, 

11           correct?

12                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

13           Correct.

14                  ASSEMBLYWOMAN CRUZ:  Thank you.

15                  CHAIRMAN PRETLOW:  Thank you.

16                  Senate?

17                  CHAIRWOMAN KRUEGER:  Thank you.

18                  Senator Leroy Comrie.

19                  SENATOR COMRIE:  Thank you.

20                  I want to echo Senator SepĂșlveda.  I 

21           had a chance to see you at Black Spectrum a 

22           couple of weeks ago; I was very impressed.  I 

23           want to thank you for taking this on.  And 

24           whatever I can do to be helpful, please count 


                                                                   273

 1           on me.

 2                  Three quick questions.  IEPs, I 

 3           understand you're drowning in issues with 

 4           IEPs.  Have you come up with a solution to 

 5           deal with that?  Because I know IEPs are 

 6           starting to cost the Board of Education 

 7           over -- I think I saw a report -- millions of 

 8           dollars, because people are asking for being 

 9           placed to other schools and creating a major 

10           problem.

11                  Second question, specialized classes.  

12           For wood shop and tech and business 

13           management, are you seeing a drop off of 

14           teachers that are being able to teach those 

15           specialized classes?  And what can you do to 

16           try to encourage people to come back, like 

17           music teachers?  I've been requesting them to 

18           do more music in schools.  How can we help 

19           you make that happen?

20                  And the third question is a request.  

21           The STEAM program, that we don't have any 

22           STEAM schools in Queens.  Councilmember 

23           Williams has come up with a plan.  Speaker 

24           Adrienne Adams has a plan.  We need all three 


                                                                   274

 1           schools.  Also Superintendent {inaudible} has 

 2           a plan.  We don't have any STEAM schools in 

 3           Queens.  We're losing parents to the private 

 4           schools or other schools because we don't 

 5           have enough specialized programs in Queens.

 6                  Thank you.

 7                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 8           Thank you, Senator.  And I want to thank you 

 9           so much for your support, and it was great 

10           seeing you at the BE-U event the other night 

11           and the work that you're doing to support our 

12           relaunch of the Black Studies curriculum.

13                  SENATOR COMRIE:  Thank you.

14                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

15           And so I want to -- I want to begin with the 

16           teacher recruitment piece.  You mentioned -- 

17           I just want to be clear, the question is 

18           around recruiting for arts?  Or are you 

19           saying for myriad license areas?

20                  SENATOR COMRIE:  For specialized 

21           areas:  Arts, music, workshops, wood -- you 

22           know, those basic skills, things that we used 

23           to have and we're losing teachers in.  How 

24           can we help restore that?


                                                                   275

 1                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 2           Yes, absolutely.  And before I pass it over 

 3           to first deputy chancellor to talk about some 

 4           of the specifics in our teacher recruitment 

 5           work, it is important that we have teachers 

 6           who are invested in the communities -- not 

 7           only in the licensing areas, but that they 

 8           actually understand and appreciate the 

 9           communities that they are going to teach in, 

10           and that children see people who look like 

11           them, speak like them.  And so our teacher 

12           pipeline programs are recruiting more men of 

13           color in our system.  

14                  Our paraprofessional-to-teacher 

15           pipeline is also extremely important.  These 

16           are people who are already working in 

17           schools, they know schools really well, 

18           nothing's shocking them, nothing's scaring 

19           them, and they're still happy to be there, so 

20           why not help them become teachers.

21                  But there are a few other specific 

22           things that I just want to mention really 

23           quick before I pass it over to first deputy 

24           chancellor.  Also our essential work to 


                                                                   276

 1           uplift the arts has been -- that was a 

 2           priority that started under Chancellor David 

 3           Banks, and that continues with me.  We 

 4           understand that for our students, arts is 

 5           also a motivating factor that contributes to 

 6           better attendance.

 7                  CHAIRMAN PRETLOW:  Thank you.

 8                  Assemblywoman Jackson.

 9                  ASSEMBLYWOMAN JACKSON:  Thank you, 

10           Chair.

11                  Hi, Chancellor, good to see you.

12                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

13           Hi, Assemblywoman.

14                  ASSEMBLYWOMAN JACKSON:  All right, so 

15           just on the whole cellphone ban -- I know 

16           that you've spoke enough about it.  Those 

17           magnets are probably going to be able to be 

18           purchased from Glamazon.  So we want to be 

19           mindful of those things.  I worked in high 

20           schools just like you did, and we know how 

21           creative we can get when we want what we 

22           want.

23                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

24           Yes.


                                                                   277

 1                  ASSEMBLYWOMAN JACKSON:  So I don't 

 2           know if it's foolproof, but it's something to 

 3           think about.

 4                  And I'm clear that you said that the 

 5           staff should know about needing a judicial 

 6           warrant to enter schools.  And I'm just 

 7           wondering, when it comes to ACS visits, are 

 8           staff still on the same page?  Does there 

 9           need to be training?  Do we need to pay for 

10           training?  Because it seems to be 

11           problematic.  

12                  When I was a school social worker, no 

13           one knew what the guideline was, and they act 

14           as if they're police as well when they're 

15           entering our schools.

16                  So is there any guidelines when ACS is 

17           coming into our schools to visit students?

18                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

19           Absolutely.  So our Office of Community 

20           Schools, our chief, Flavia Puello-Perdomo, 

21           she has done a number of trainings both 

22           internally and I believe also with our CBOs 

23           around ACS.  

24                  And I mentioned our family navigator 


                                                                   278

 1           program that we're looking to launch, where 

 2           we would train our family leaders.  That's 

 3           super-important.

 4                  I will just say, if I may, personally 

 5           I know that there are some families who are 

 6           reluctant to get information around these 

 7           resources and their rights from schools, 

 8           because they still see us as authoritative 

 9           figures.  And so that's why training parent 

10           leaders, these trusted validators in the 

11           community, to share this information and the 

12           guidelines around ACS, preventive services -- 

13           all the things that you and I have spoke 

14           about before -- is very important.

15                  ASSEMBLYWOMAN JACKSON:  Got it.  And 

16           what borough has the lowest graduation rate?

17                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

18           Which borough has the -- unfortunately, I 

19           cannot give you the most up-to-date data on 

20           that.

21                  ASSEMBLYWOMAN JACKSON:  You can get 

22           back to me.

23                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

24           I do know that historically our -- we know 


                                                                   279

 1           that the Bronx has had some very low 

 2           graduation rates.  And when you disaggregate 

 3           that by student population, such as our 

 4           multilingual learners and students with IEPs, 

 5           that that does drop as well.

 6                  ASSEMBLYWOMAN JACKSON:  Now that we 

 7           know that, and we know that community schools 

 8           are an exorbitant cost, why is it that we're 

 9           not spending more money creating community 

10           schools within our lowest-graduating-rate 

11           borough?  Just to put that thought out there.

12                  One of my schools, Urban Scholars 

13           Community School, lost their LEAP grant or 

14           21st-Century -- one of them -- and they told 

15           the students to go to their neighboring 

16           community center, which there is not one.  So 

17           I just want to know -- I know you said there 

18           was $8 million.  How is that money maybe 

19           allocated -- how are people chosen?  How can 

20           my schools go out and get it?

21                  CHAIRMAN PRETLOW:  Is that it?

22                  ASSEMBLYWOMAN JACKSON:  No, no, no.

23                  NYC PUBLIC SCHOOLS CFO SCOTT:  So for 

24           the loss of the funds from the LEAP grant, 


                                                                   280

 1           there were 57 schools that were partnering 

 2           with CBOs that received funding from that, 

 3           and so we gave it to those 57 schools.

 4                  ASSEMBLYWOMAN JACKSON:  Our school 

 5           didn't get it.  Okay, we'll chat.  We didn't 

 6           get it.

 7                  NYC PUBLIC SCHOOLS CFO SCOTT:  Yes, 

 8           please.

 9                  CHAIRWOMAN KRUEGER:  Okay.  Senator 

10           Roxanne Persaud.

11                  SENATOR PERSAUD:  Thank you.  

12                  Thank you, Chancellor.  It's great 

13           seeing you, and I know I'll see you again 

14           tomorrow.

15                  I just have a couple of questions.  

16           And first is to touch on funding for public 

17           schools.  I was at a school last week -- I go 

18           visit all my schools -- and the principal is 

19           dependent on her colleagues from other 

20           schools to help her with resources in our 

21           school, because her school is underfunded.  

22           Why is that -- how is it possible that a 

23           school is underfunded?  She said she gets 

24           whatever allocation.  By the time she's paid, 


                                                                   281

 1           you know, the teachers that she needs to keep 

 2           there, she has no money.  How is that 

 3           possible?

 4                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 5           I'm happy to give you a few factors that 

 6           contribute to that.

 7                  So one is there is an average teacher 

 8           salary, and in schools that have managed to 

 9           maintain their teachers for a very long 

10           period of time -- which isn't something we 

11           want them to be punished for, it's a great 

12           thing -- their average teacher salary is 

13           significantly higher.

14                  The other thing is the most obvious:  

15           It is tied to enrollment.  If a school has 

16           lower funding, it's because they are 

17           underenrolled.  This administration has 

18           actually put more money into schools and 

19           districts than any other administration -- 

20           and I have lived that, because when I was a 

21           principal, that was not the case.

22                  And so even with that, though, if the 

23           enrollment is dropping, then that means that 

24           schools will get lower funding.  So just to 


                                                                   282

 1           give you a concrete example, I was one of 

 2           those schools at first.  

 3                  When I took over my school, my 

 4           enrollment was declining very quickly, and I 

 5           was on a shared campus and so my colleagues 

 6           were kind enough to provide me with 

 7           resources.  They allowed me to pay part of a 

 8           social worker so that way I had access to a 

 9           social worker.  I wouldn't have them five 

10           days a week, but if I had students in crisis, 

11           I was able to access the social worker.

12                  Again, this was before the great work 

13           that our City Council did to make sure that 

14           there were more social workers in schools.

15                  SENATOR PERSAUD:  That being said, how 

16           do we change the formula?  Because you want 

17           schools to retain teachers.  You want to 

18           encourage them to remain in the school.  So 

19           if you have a teacher staying there, you want 

20           to make sure you're paying them.  But you 

21           also want to make sure you have the resources 

22           so that the students receive the best.

23                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

24           You're a hundred percent right, Senator.  And 


                                                                   283

 1           this is why we've been so vocal around the 

 2           updating of the Foundation Aid formula.  We 

 3           need that additional money.  And most 

 4           importantly, we cannot sustain a cut.

 5                  The other thing is we are actively 

 6           working with our schools to support with 

 7           enrollment.  We need to make sure that we're 

 8           getting the message out there that New York 

 9           City Public Schools is doing great things and 

10           trying our best to boost enrollment.  So it's 

11           a multipronged approach to bringing kids back 

12           into New York City Public Schools, but also 

13           that funding is critical.

14                  SENATOR PERSAUD:  Okay.  And with the 

15           few seconds I have left, we have to have a 

16           conversation about collocations, particularly 

17           with the charter schools and public schools 

18           that are collocating.  We still have this 

19           inequity.  We still have charter schools 

20           being given preferential -- where our public 

21           school students are not receiving the same 

22           kinds of treatment, the same kinds of 

23           resources that the charter schools are 

24           receiving in collocated public spaces.


                                                                   284

 1                  CHAIRMAN PRETLOW:  Thank you, Senator.

 2                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 3           Thank you.

 4                  CHAIRMAN PRETLOW:  Assemblywoman 

 5           Pheffer Amato.

 6                  ASSEMBLYWOMAN PHEFFER AMATO:  Hi, nice 

 7           to meet you.  Welcome.

 8                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 9           Nice to meet you.  Thank you.

10                  ASSEMBLYWOMAN PHEFFER AMATO:  

11           Commissioner -- Chancellor, I'm sorry, first, 

12           before I even get started, plus-one on the 

13           STEAM for Southeast Queens.  We need our 

14           share of schools like that.  We have 

15           brilliant students and they need that 

16           opportunity.

17                  For me I'm going to pivot a little bit 

18           on my question earlier, so you were here.  

19           There are several thousand children in 

20           New York City with IESPs who have not been 

21           receiving mandated services during this 

22           recent school year.  As it's been reported, 

23           the New York City DOE appeared to develop or 

24           establish new requirements that were not 


                                                                   285

 1           properly conveyed to parents and set an 

 2           arbitrary June 1st deadline.  Many parents 

 3           were shockingly informed that their request 

 4           for their child to get special-needs services 

 5           were denied.  

 6                  My question is, why were the new 

 7           requirements not sent out or distributed or 

 8           sort of given in advance?  And what has the 

 9           city done to make this mistake or change the 

10           approach that the kids are getting the 

11           services?  As you say, it's about serving our 

12           children.

13                  In addition, we're asking parents to 

14           sign a waiver that they won't sue the city if 

15           they accept the special-needs services at 

16           this time.

17                  So what can we do about this?  Because 

18           there are parents who are paying for these 

19           services out of pocket or the kids are not 

20           getting their services.

21                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

22           Assemblywoman, thank you so much for that 

23           question.

24                  Before I pass it over to first deputy 


                                                                   286

 1           chancellor to really go into the IESP work 

 2           that you're discussing, I do want to address 

 3           quickly, because I didn't get to address it 

 4           with Senator Comrie.  We are very much 

 5           enjoying working with Councilmember Williams 

 6           and hearing about her ideas around a Queens 

 7           STEAM Center.  Obviously these are not easy 

 8           things to launch, but we are in conversation 

 9           with her and we're also excited about the 

10           revitalization of August Martin -- which are 

11           two separate things, but nonetheless bringing 

12           a lot of great stuff to Southeast Queens.

13                  And I'll ask first deputy chancellor 

14           to talk about IESPs.

15                  ASSEMBLYWOMAN PHEFFER AMATO:  But 

16           before you go there, so she's called -- you 

17           know, we had a conversation and she's pulling 

18           in us to help in this effort.  So whatever 

19           you need from us, if it's a discussion 

20           about -- you can't have a borough that does 

21           not have their fair share.  

22                  And for a person who represents the 

23           Rockaway Peninsula, we never get our fair 

24           share on the peninsula, so I'm happy to have 


                                                                   287

 1           my kids on the peninsula feed into these 

 2           Southeast Queens schools, because they do 

 3           travel.  So we have to address this inequity 

 4           for our district.

 5                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 6           Thank you so much.

 7                  ASSEMBLYWOMAN PHEFFER AMATO:  Yup.  

 8           Willing to work with you in any way possible.

 9                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

10           Fantastic, thank you.

11                  FIRST DEP. CHANCELLOR WEISBERG:  I've 

12           got to make a pitch, if we're talking about 

13           Southeastern Queens, for a new school that 

14           we're so happy is coming to Southeastern 

15           Queens, which is HBCU Prep, where our 

16           students will get to earn an associate's 

17           degree from Delaware State while they're in 

18           high school.  So just want to say that -- I 

19           know it doesn't address the STEAM Center, 

20           but --

21                  ASSEMBLYWOMAN PHEFFER AMATO:  I want 

22           one on the peninsula.  Now that you have two 

23           that -- you know, all to yourself, you could 

24           put one on the peninsula because it's hard 


                                                                   288

 1           for our kids to get there, so they --

 2                  (Overtalk.)

 3                  FIRST DEP. CHANCELLOR WEISBERG:  We 

 4           are -- and just to say I know we have some 

 5           friends from the Bronx and we have a great 

 6           STEAM Center in Brooklyn, my borough.  But we 

 7           are now focused on opening in the Bronx.  

 8           Queens is next.

 9                  (Overtalk.)

10                  CHAIRMAN PRETLOW:  Thank you.

11                  FIRST DEP. CHANCELLOR WEISBERG:  

12           Queens is next.

13                  CHAIRMAN PRETLOW:  Clock reset.

14                  Senate?

15                  CHAIRWOMAN KRUEGER:  Hi.  I believe 

16           I'm the last Senator, unless we have some 

17           three-minute follow-ups.  So 10 minutes, 

18           thank you.  But I won't need 10 minutes.

19                  So, one, I already enjoyed our 

20           conversation earlier, and I know you're 

21           coming to my district to check one of my 

22           fascinating school campuses on Friday, so I'm 

23           looking forward to that.

24                  People keep asking me what the city's 


                                                                   289

 1           policies right now on the Gifted & Talented 

 2           programs are.  I know there's always been 

 3           some controversy around making sure that 

 4           there's diversity and that they're in all 

 5           communities.  I know from my own experience I 

 6           have several in elementary schools that are 

 7           literally on the border of districts, one on 

 8           the border of East Harlem and the Upper 

 9           East Side.  And I just want to say having the 

10           Gifted & Talented has made the whole school 

11           stronger because parents actually felt much 

12           more secure about sending their kids to a 

13           school that they were a little worried about 

14           in history, but now is really such a nice 

15           blending of the socioeconomics and racial 

16           differences between East Harlem and the 

17           Upper East Side.  And I think it's really 

18           proved to be a plus for all the kids and what 

19           we should be aiming for.

20                  So I'm just curious what current 

21           policy is, because I get a little confused.

22                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

23           Senator, thank you.  Before I pass it over to 

24           first deputy chancellor to get into the 


                                                                   290

 1           details, I just want to say that in this 

 2           administration our philosophy has really been 

 3           to respond to the needs of the community.  

 4                  So on top of working through the 

 5           challenges with Gifted & Talented programs, 

 6           also making sure that we are opening new 

 7           schools with great programs -- as an example, 

 8           Bronx and Brooklyn Bard, but also the HBCU 

 9           school that is opening as well.  So it's a 

10           combination of things that we are doing.  But 

11           we respond to the needs of the community.  

12           And so that's one thing that I just want us 

13           to know before passing it to first deputy 

14           chancellor.

15                  FIRST DEP. CHANCELLOR WEISBERG:  

16           Thanks so much, Chancellor.  And thank you, 

17           Senator.  Good to see you.

18                  So the first thing we did in this 

19           administration -- I think you alluded to it, 

20           was -- because we would see that there were 

21           G&T programs in some parts of the city but 

22           not every district in the city.  And we heard 

23           from at least some parents -- not all 

24           parents, but some parents wanted to have a 


                                                                   291

 1           Gifted & Talented program close to home.

 2                  So the first thing we made sure is 

 3           there was at least one Gifted & Talented 

 4           program in each district.  That was the first 

 5           thing.

 6                  Beyond that, we expected our 

 7           superintendents, who are really there, they 

 8           work for the chancellor to make sure they are 

 9           listening to the community and understanding 

10           the demands in the community.  Not for us to 

11           make an ideological decision or a Tweet and 

12           say, We think there should be more of this 

13           and less than this.  It's really about what 

14           are the families asking for.  It's great to 

15           hear that you have some really successful 

16           Gifted & Talented programs in your district.  

17           Would love to talk to the superintendents who 

18           operate in your district to talk about how we 

19           can expand those.

20                  And exactly right, when they work 

21           well, they don't just help the kids who are 

22           in that particular program, they really 

23           improve the quality of instruction and the 

24           rigor in the entire school.  That's what 


                                                                   292

 1           we're looking for.

 2                  There are some schools that are 

 3           adamant, they don't want Gifted & Talented 

 4           programs.  Terrific, that's great.  You can 

 5           have a wonderful school without Gifted & 

 6           Talented.  But we want to provide that 

 7           option.  And so we're seeing a steady 

 8           increase in the number of these programs 

 9           because what's happening is parents' voice is 

10           being filtered through the superintendents 

11           before them bringing it to us.

12                  CHAIRWOMAN KRUEGER:  Thank you.

13                  I know I have one school that's an 

14           elementary school, plus Gifted & Talented, 

15           plus a huge number of migrant children.  And 

16           visiting there, it all seems to be blending 

17           in a wonderful way for everyone.  And the 

18           parents are supportive, the teachers are 

19           great, the principal's great.  I'm happy to 

20           have you come take a look.  It's on East 97th 

21           Street; you can probably look up the address 

22           easily.  And it's really I think a model for 

23           so many other schools.

24                  FIRST DEP. CHANCELLOR WEISBERG:  It 


                                                                   293

 1           absolutely is.  And if you go to places like 

 2           Luperon High School, you will see that 

 3           students who are English language learners 

 4           are doing the absolute most rigorous, 

 5           highest-level academic work.  So this old 

 6           idea that students who have particular 

 7           challenges -- they have an IEP or what have 

 8           you, or they're just learning English -- 

 9           can't do gifted programs is incorrect.  And 

10           I'm glad that you're seeing that myth go away 

11           in your district.

12                  CHAIRWOMAN KRUEGER:  Great, thank you.  

13           I'm not going to give up -- I'm not going to 

14           use any more of my time because I will talk 

15           to the chancellor again on Friday.  

16                  Thank you.

17                  CHAIRMAN PRETLOW:  Thank you, Senator.

18                  Assemblywoman Simon.

19                  ASSEMBLYWOMAN SIMON:  Thank you.

20                  Thank you, Chancellor, for your 

21           testimony and for speaking with me about -- 

22           and really engaging on some of these issues.

23                  So I just want to say I'm very pleased 

24           to -- very encouraged by some of the 


                                                                   294

 1           additions, including additional coaching for 

 2           teachers in rolling out NYC Reads.  It's a 

 3           big endeavor, and it wasn't going to happen 

 4           overnight, and I'm glad to see that we're 

 5           focusing on that and being realistic.

 6                  I also wanted to -- because I know 

 7           this is also about libraries.  We've talked 

 8           about school libraries, both classroom 

 9           libraries as well as within the schools.  And 

10           that is the opportunity we have to get rid of 

11           some of these leveled readers, but also to 

12           bring in decodable texts.  Right?  That's 

13           going to be very aligned with NYC Reads as 

14           well as the science of reading and everything 

15           that we know we need to start doing 

16           differently.

17                  So I want to encourage you, as you 

18           start refilling those books and making new 

19           purchases, start phasing out some of these 

20           things and bringing in decodable texts.

21                  And also, because I'm now chairing 

22           Mental Health, is social workers in the 

23           schools.  How many do we need?  What would it 

24           take to provide the number of social workers 


                                                                   295

 1           in our schools to really adequately serve our 

 2           students?  And what might that cost?

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           Thank you, Assemblywoman.  And it was really 

 5           great having our instructional conversation 

 6           with you.  I don't get to have those that 

 7           often.  

 8                  And so I just want to point out, 

 9           though, data that I didn't have before and 

10           the team pulled for me.  We actually did 

11           purchase $4 million worth of decodable books.

12                  ASSEMBLYWOMAN SIMON:  Wonderful.

13                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

14           So while we are investing in those decodable 

15           books, to Assemblyman Carroll's earlier 

16           point, we still need to do an overhaul of the 

17           ones that are still there, make sure they're 

18           not being used.  Again, part of a phased 

19           inventory.  So thank you for your patience, 

20           and thank you for pointing out.

21                  And in terms of the social worker 

22           piece, again, we know that we have increased 

23           a great deal in the number of social workers 

24           over the last few years.  And I'm going to 


                                                                   296

 1           pass it over to first deputy chancellor to 

 2           tell you those numbers, and then what it 

 3           would take in terms of expansion.

 4                  FIRST DEP. CHANCELLOR WEISBERG:  I'll 

 5           say right at the beginning, good to see you, 

 6           Assemblymember.  It's not enough, but just in 

 7           terms of progress, over the last 10 years 

 8           we've increased the number of school social 

 9           workers by 70 percent.  So we're making 

10           progress.  Even in the last three years, 

11           we've increased it by over 7 percent.  So 

12           we're continuing to see more social workers, 

13           which is a huge plus.

14                  In terms of, you know, what is the 

15           total need, it's a great question.  And I 

16           don't think we have that answer.  And, you 

17           know, the cost is easier.  We can certainly 

18           break down what it costs to, you know, pay a 

19           social worker.  That is a known fact.

20                  You know, what is the optimal number?  

21           I'm not sure.  Part of -- you know, part of 

22           what I think bears being said here, 

23           principals have a lot of discretion.  The 

24           chancellor was alluding to that from when she 


                                                                   297

 1           was a principal.  We try to put money out to 

 2           schools in a way that doesn't have strings 

 3           attached.  So they make these decisions very 

 4           often about whether to put money towards a 

 5           social worker.

 6                  CHAIRMAN PRETLOW:  Thank you.

 7                  Assemblywoman Mitaynes.

 8                  ASSEMBLYWOMAN MITAYNES:  Thank you.  

 9                  I'm Assemblywoman Marcela Mitaynes.  I 

10           represent the 51st Assembly District.

11                  CHAIRMAN PRETLOW:  Will you speak into 

12           the mic, please?  I can't hear you.

13                  ASSEMBLYWOMAN MITAYNES:  I'm 

14           Assemblywoman Marcela Mitaynes, and I 

15           represent the 51st Assembly district, and 

16           that's South Brooklyn along the waterfront.  

17           I have a very large immigrant community, and 

18           up until even a couple of hours ago I'm still 

19           getting notices about possible ICE in our 

20           community.

21                  But my question to the DOE is 

22           currently about employed teachers and support 

23           staff or other staff.  Are any of those that 

24           are employed DACA recipients?


                                                                   298

 1                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 2           So anyone who is working in New York City 

 3           Public Schools, we make sure that they are 

 4           legally authorized to work.

 5                  ASSEMBLYWOMAN MITAYNES:  So if, 

 6           hypothetically, ICE or some other agent 

 7           wanted to come and remove an employee or a 

 8           volunteer or a parent?

 9                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

10           Our policy is there to protect everyone in 

11           the school building.  Without a judicial 

12           warrant, they cannot enter the building.

13                  ASSEMBLYWOMAN MITAYNES:  What if they 

14           have a judicial warrant?

15                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

16           Then unfortunately they are permitted to 

17           enter.

18                  ASSEMBLYWOMAN MITAYNES:  That's your 

19           stance on what you're going to do?

20                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

21           That is what the policy dictates.

22                  ASSEMBLYWOMAN MITAYNES:  Right.  And 

23           so we're going back to there's policy, but 

24           there's no law.


                                                                   299

 1                  Can you talk about trauma-informed 

 2           educational practices?

 3                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 4           Absolutely.  Trauma-informed practices, it's 

 5           a host of strategies used to support students 

 6           who are experiencing or have experienced 

 7           traumatic events in their lives.  Our -- we 

 8           can get you the data on the number of 

 9           teachers that have been trained.  But it has 

10           been a priority for us to make sure that our 

11           teachers and our counselors are trained in 

12           trauma-informed care.

13                  These include deescalation, coping 

14           mechanisms.  This is also part of the work 

15           that I did when I was chief of staff and 

16           leading mindful practices through the UFT.  

17           We have a partnership with Mind Up where 

18           teachers and students are getting training on 

19           mindfulness.  All of -- these are a host of 

20           practices that are both restorative in nature 

21           but also addressing trauma that children and, 

22           quite frankly, sometimes teachers bring into 

23           these spaces.

24                  ASSEMBLYWOMAN MITAYNES:  Would you 


                                                                   300

 1           identify ICE coming to a school to interview 

 2           a child consistent with trauma-informed 

 3           educational practices?

 4                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 5           It is not.  And we know that with everything 

 6           our families are experiencing and the fear 

 7           that they are experiencing, as well as our 

 8           educators, we know that we have -- there is a 

 9           social/emotional component here where we need 

10           to make sure that we are attentive to their 

11           needs.  We have plans to continue to offer 

12           trauma-informed care practice training to our 

13           staff, especially during this critical time.

14                  ASSEMBLYWOMAN MITAYNES:  At a time 

15           where folks are very sensitive and we're 

16           seeing -- I'm getting calls from schools 

17           about the dropping numbers.  To say that this 

18           isn't directly connected --

19                  CHAIRMAN PRETLOW:  Thank you, 

20           Assemblywoman.

21                  ASSEMBLYWOMAN MITAYNES:  -- it feels 

22           like a disservice to the people that are 

23           bringing -- are giving you their children to 

24           take care of.


                                                                   301

 1                  CHAIRMAN PRETLOW:  Thank you.

 2                  ASSEMBLYWOMAN MITAYNES:  Thank you.

 3                  CHAIRMAN PRETLOW:  Assemblyman 

 4           Pirozzolo.

 5                  ASSEMBLYMAN PIROZZOLO:  Good 

 6           afternoon.  Welcome, Chancellor.  Thank you 

 7           for being here.

 8                  I'm Sam Pirozzolo from Staten Island, 

 9           and I'd like to say that this is my third 

10           hearing, but probably the first time I can 

11           recall that anyone's reached out to me on 

12           your behalf to ask if I had any questions 

13           that could possibly be answered.  So I'd like 

14           to thank Brandon Bloomfield, who helps you 

15           with that.  And he's a good guy; if we had 

16           more like him, it would certainly be good.

17                  Unfortunately, I just thought of a 

18           question I really didn't -- I didn't discuss 

19           with him, so please don't take it the wrong 

20           way.  But it would lead to the IESP, the 

21           I-E-S-P situation.  I know that really wasn't 

22           you, that kind of got dropped in your lap.  

23           But we checked this morning to see what the 

24           current situation was, and apparently about 


                                                                   302

 1           notification I guess on a website, it says 

 2           about 70 percent of parents have reenrolled 

 3           in the program.

 4                  Would you have any numbers that might 

 5           detail more Staten Island, District 31, more 

 6           specifically?

 7                  And then what's being done for the 

 8           parents who haven't signed the waiver yet?

 9                  FIRST DEP. CHANCELLOR WEISBERG:  Thank 

10           you for working with us, Assemblymember, on 

11           this issue.  And it is a tough issue.

12                  We have been able to arrange 

13           services -- I'm not sure -- I want to make 

14           sure I understand your question correctly.  I 

15           don't have Staten Island-specific numbers, 

16           but we'll get those for you right away.

17                  ASSEMBLYMAN PIROZZOLO:  Great.

18                  FIRST DEP. CHANCELLOR WEISBERG:  

19           Overall, we've had about 80 percent, plus 

20           percent, of the families that weren't able to 

21           file the notice on time get services, get 

22           their P4 voucher, which we're pleased about.  

23           And hopefully that number will continue to go 

24           up citywide.  So that's about 80-plus 


                                                                   303

 1           percent.

 2                  But we'll check and see what it is in 

 3           District 31.

 4                  ASSEMBLYMAN PIROZZOLO:  Okay, great.  

 5           And anytime you'd like to have a conversation 

 6           about Gifted & Talented, that would be great.

 7                  FIRST DEP. CHANCELLOR WEISBERG:  Oh, 

 8           yes.  Absolutely.  

 9                  ASSEMBLYMAN PIROZZOLO:  I'd certainly 

10           like to participate in that.

11                  And I have to say, Chancellor, it was 

12           a bit of a breath of fresh air to hear what 

13           you said before about teaching students how 

14           to take standardized tests, just one question 

15           after another, and turning them into robots.  

16           My son was home-schooled all through middle 

17           school, and actually my daughter in her last 

18           three years of high school.  And when we 

19           decided to return my son back into high 

20           school, all of his teachers came up to us 

21           during the PTA meeting -- not PTA, but 

22           through the visits for report cards -- and 

23           every one of them wanted to know where he 

24           went to school because of his level of 


                                                                   304

 1           knowledge of subjects and topics.

 2                  So just to say again, I mean, being 

 3           diverse in your teaching will take care of 

 4           taking the test.  Because he still did well 

 5           on his test, as so did my daughter.

 6                  So thank you for not, you know, being 

 7           afraid to break away from that model.  But I 

 8           think the diversity in teaching, and not 

 9           teaching to the test, is a very, very 

10           important thing.  Thank you so much.

11                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

12           Thank you, Assemblymember.

13                  CHAIRMAN PRETLOW:  Assemblywoman 

14           Hooks, three minutes.

15                  ASSEMBLYWOMAN HOOKS:  Hello.  Thank 

16           you, Chancellor, for your testimony today.

17                  So I have a real concern that parents 

18           of students in schools have.  And I went to 

19           several schools in my district, and it seems 

20           to be the general concern for everyone.  And 

21           the question I have is the Governor put new 

22           funding in the budget to support the 

23           universal school lunch and breakfast program, 

24           which is absolutely phenomenal.  How are you 


                                                                   305

 1           assuring that the meals are healthy but not 

 2           absent of quality, taste and appearance, to 

 3           control the amount of waste from food being 

 4           thrown away by the students?  Or that parents 

 5           have to still give money to their children 

 6           for lunch because they do not like the food?  

 7                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS: 

 8           Thank you so much, Assemblymember, for that 

 9           question.  And as a parent of a New York City 

10           school student, she came to me on Friday and 

11           she said, I really love the PB&J, but you 

12           have to do something about the vegan nuggets.

13                  (Laughter.)

14                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

15           And so we have done a ton of work.  And 

16           before I pass it over to Deputy Chancellor 

17           Vadehra to talk about the details -- but 

18           there are a couple of pieces to this.  

19                  One is that we are not wasting food.  

20           That is so important.  As someone who grew up 

21           with food insecurity issues herself, and not 

22           knowing where her next meal would come from, 

23           we pride ourselves on our Shared Table 

24           Initiative where food that can safely be 


                                                                   306

 1           repurposed and shared with families, 

 2           connecting them to food pantries, is 

 3           something that we've expanded across the 

 4           state.  

 5                  And we've also had taste tests with 

 6           students themselves, and they give us 

 7           feedback.  I tell you, as much as you all 

 8           give us very clear feedback, there is nothing 

 9           like receiving feedback from students.  It 

10           can be a little harsh sometimes.  Your skin 

11           needs to be thick.  But they are really 

12           guiding the menu for us.  We're not all the 

13           way done, but that work has commenced and 

14           grown.

15                  So I'm going to pass it to Deputy 

16           Chancellor Vadehra to talk more about it.

17                  DEP. CHANCELLOR VADEHRA:  I just took 

18           notes on her vegan nugget point in terms of 

19           taking immediate feedback.

20                  So I do want to say one thing just 

21           broadly.  We are excited for the Governor's 

22           proposal.  It's also something we've been 

23           doing in New York City for years now.  We 

24           already have universal free breakfast and 


                                                                   307

 1           lunch.  We are serving roughly 800,000 meals 

 2           a day across the system currently.

 3                  We do everything we can to take 

 4           feedback, and we are continuing trying to get 

 5           better.  And we're happy to come do a visit 

 6           with you to a school to hear directly from 

 7           students.

 8                  We make an effort -- you know, every 

 9           day there are multiple options available for 

10           students.  We think that is important.  We've 

11           taken some aggressive feedback on some of the 

12           vegan options, and we're continuing to work 

13           to improve those.  We do do student taste 

14           tests.  We do do student surveys.  I spent 

15           90 minutes yesterday with some student food 

16           advocates who were giving us very specific 

17           feedback on some of the specific menu 

18           options, but also on things like "How do you 

19           make sure we have the condiments, in case 

20           that's what we need?"  So I will say we're in 

21           a constant feedback cycle there and are happy 

22           to take more.

23                  The one other thing I will note, just 

24           because -- or I will not.


                                                                   308

 1                  ASSEMBLYWOMAN HOOKS:  I would like a 

 2           survey.

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  Senator?

 5                  CHAIRWOMAN KRUEGER:  Thank you.

 6                  Second round for Chair John Liu, 

 7           three minutes.

 8                  SENATOR LIU:  Thank you, Madam Chair.

 9                  Thanks for taking all these questions, 

10           and thank you for thanking us for the 

11           questions.  You're quite welcome.

12                  You know, I don't know if this is 

13           going to be a question.  You can respond to 

14           any of it.  But, you know, the Department of 

15           Education or New York City Public Schools 

16           continues to say for the last two years that 

17           you're in compliance with the class-size 

18           reduction law, which is actually enshrined in 

19           the New York State Constitution, 46 percent 

20           at this point, even though the law requires 

21           40 percent. 

22                  But the reality is that the department 

23           has done virtually nothing to achieve that.  

24           In fact, when we passed the legislation it 


                                                                   309

 1           was already at 58 percent compliance.  

 2                  So there has been very little done, 

 3           Chancellor.  So I do have a question for you.  

 4           And the question is, is it necessary to 

 5           reduce class sizes in New York City?  And do 

 6           you consider the law an unfunded mandate?

 7                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

 8           Senator, I want to go back to the idea that 

 9           we've done virtually nothing and respectfully 

10           disagree.

11                  When we met earlier in my time in 

12           Albany a few weeks ago, one of the things 

13           that we pointed to is the work that we've 

14           done with UFT and CSA -- it was also part of 

15           my testimony -- in terms of giving schools an 

16           opportunity to submit proposals that would 

17           allow for them to make adjustments to meet 

18           the class-size mandate on their own.

19                  SENATOR LIU:  All right, so --

20                  NYC SCHOOLS CHANCELLOR AVILES-RAMOS:  

21           That is incredibly important, Senator, 

22           because we know that when we give principals 

23           the autonomy to make the program shifts and 

24           the space shifts necessary to comply, it's 


                                                                   310

 1           better than us swooping in and doing those 

 2           mandates.  So that's one.

 3                  The second thing is you and I also 

 4           discussed the need for new schools.  And I 

 5           know that the first deputy chancellor has 

 6           that data in terms of the schools that we 

 7           have already opened and the schools that we 

 8           have, quite a few are in your district --

 9                  SENATOR LIU:  It's reflected in the 

10           school construction plan.  And I think you 

11           told me that the total amount offered to the 

12           750 schools that have applied for this 

13           class-size reduction funding is about 

14           $80 million -- all right, how much was it, 

15           then?  Dan is -- Dan's head's going to fall 

16           off.

17                  DEP. CHANCELLOR VADEHRA:  So -- so 

18           first of all, we put $200 million in last 

19           year dedicated to class size and other C4E 

20           purposes.  We also asked all of our 

21           superintendents to make progress in their 

22           districts.  We do think that's how we got to 

23           46 percent.  We don't think it was from doing 

24           nothing.


                                                                   311

 1                  For this year we actually haven't put 

 2           out a number in terms of what funding will be 

 3           available to schools yet.  We're in the 

 4           possess of reviewing the 750-plus 

 5           applications, as are our UFT and CSA 

 6           partners.  We are looking to put --

 7                  SENATOR LIU:  All right, I'm running 

 8           out of time here, so let me say that --

 9                  DEP. CHANCELLOR VADEHRA:  -- city and 

10           state funding in.

11                  SENATOR LIU:  -- two hundred, maybe 

12           $300 million is what the department's 

13           offering up.  And the chancellor's saying 

14           it's going to cost $1.5 billion.

15                  DEP. CHANCELLOR VADEHRA:  That's what 

16           we offered up last year.  That money is 

17           maintained in school budgets this year, and 

18           we expect to put in more for the 750.

19                  SENATOR LIU:  I will simply add 

20           that --

21                  CHAIRMAN PRETLOW:  Thank -- thank you.

22                  SENATOR LIU:  I will simply add that 

23           the New York City Public Schools in 

24           Foundation Aid is getting $1.8 billion --


                                                                   312

 1                  CHAIRMAN PRETLOW:  I said thank you, 

 2           Senator.

 3                  (Overtalk.)

 4                  SENATOR LIU:  -- annually, more than 

 5           the Adams administration -- than how much the 

 6           schools got before the Adams administration.

 7                  Thank you.  

 8                  CHAIRWOMAN KRUEGER:  Do not answer the 

 9           question.

10                  SENATOR LIU:  Thank you.

11                  CHAIRWOMAN KRUEGER:  Thank you, 

12           Senator Liu.

13                  CHAIRMAN PRETLOW:  Okay, thank you, 

14           Senator Liu.

15                  SENATOR LIU:  Thank you.

16                  CHAIRMAN PRETLOW:  Thank you, 

17           Chancellor.  And thank you, staff of 

18           chancellor.  This actually concludes this 

19           portion or this phase of the hearing.

20                  UNIDENTIFIED ASSEMBLYMEMBER:  Can I 

21           ask something?

22                  CHAIRMAN PRETLOW:  You're not on my 

23           list.  You didn't get me -- sorry.  Next 

24           time.


                                                                   313

 1                  CHAIRWOMAN KRUEGER:  Thank you.  

 2           You're done.

 3                  CHAIRMAN PRETLOW:  Anyway, you're 

 4           done.  Thank you.

 5                  And so the next phase we're going into 

 6           will consist of panels.  There will be from 

 7           four to seven individuals on a panel.  Each 

 8           person presenting will be limited to 

 9           three minutes.  All legislators will also be 

10           limited to three minutes.  I really don't 

11           want to sound obnoxious and talk over people 

12           when the buzzer goes off, but we have 38 more 

13           individuals to present before us today.

14                  So I will call the first panel up, and 

15           it consists of United Federation of Teachers, 

16           New York State United Teachers, Council of 

17           School Supervisors and Administrators, and 

18           School Administrators Association of New York 

19           State.  

20                  Please take any conversations outside 

21           while the next panel gets set up.  

22           Ms. Pheffer and Mr. Carroll, I'm referring to 

23           you.  And you're not listening to me, Ms. --

24                  (Overtalk.)


                                                                   314

 1                  CHAIRWOMAN KRUEGER:  Bobby -- Bobby, 

 2           take it outside.

 3                  (Laughter.)

 4                  CHAIRMAN PRETLOW:  Tell Stacey, come 

 5           on.

 6                  (Laughter; off the record.)

 7                  CHAIRMAN PRETLOW:  Before we start, my 

 8           suggestion would be since we already have 

 9           your written testimonies, rather than just 

10           read the testimony to us, summarize it and 

11           you can get more of your editorializations 

12           in.  But we only have three minutes each, 

13           so -- how do you want to start?

14                  (Inaudible.)

15                  MS. PERSON:  Well, good afternoon, it 

16           is great to be back here again testifying 

17           before all of you.  I want to start by saying 

18           something that I don't think we celebrate 

19           enough in New York State.  Great things are 

20           happening in New York State's public schools.  

21           Our schools are some of the best in the 

22           nation, and that is no accident.  It is 

23           largely because of the commitment by many of 

24           the people in this room, and our educators, 


                                                                   315

 1           and all of the people in our school buildings 

 2           who every day put our students first.

 3                  Our student population is one of the 

 4           most diverse in the nation and has some of 

 5           the highest needs.  More than half of our 

 6           students qualify for free or reduced-price 

 7           lunch and speak over 200 languages in 

 8           New York City --

 9                  MR. MULGREW:  Two hundred and thirty.

10                  MS. PERSON:  Two hundred and thirty.

11                  But from leading the nation in 

12           advanced placement courses and scores to 

13           fostering creativity through innovative 

14           career and technical programs to closing the 

15           achievement gap to increasing graduation 

16           rates, we are succeeding.

17                  I also want to say, looking at the 

18           Executive Budget, our support immediately for 

19           universal school meals and for the Governor's 

20           proposed distraction-free learning policy.

21                  The thing that I want to focus on 

22           today is career and technical education.  CTE 

23           programs are the future of our schools and 

24           our state workforce.  These programs align 


                                                                   316

 1           hands-on experiential learning with workforce 

 2           needs in fields from cybersecurity to 

 3           healthcare to advanced manufacturing.  It is 

 4           no secret that kids love these programs, and 

 5           they actually make them want to come to 

 6           school.

 7                  But the funding formula for BOCES and 

 8           for Special Services Aid, the category that 

 9           funds these programs in the Big 5 school 

10           districts have not been updated since the 

11           early '90s.  This caps instructor aid levels, 

12           limiting expansion of these programs.  Every 

13           BOCES that I have visited has long waiting 

14           lists for programs like health careers, areas 

15           where we have severe workforce shortages in 

16           the state.

17                  And by correcting and updating these 

18           funding formulas we can begin to address 

19           these needs and refocus us on the extremely 

20           successful program of Career and Technical 

21           Education.

22                  I also want to mention Foundation Aid.  

23           We've begun the process of updating the 

24           formula.  We need to continue to look at 


                                                                   317

 1           regional cost, how we are paying for English 

 2           language learners.  The current weighting is 

 3           insufficient.  It does not cover the breadth 

 4           of services that our students require, and 

 5           needs to be looked at as well.  

 6                  I also want to mention the extreme 

 7           needs of our students around mental health.  

 8           Right now 94 percent of our districts have 

 9           expanded the provision of services, and over 

10           the last two decades, we've seen the need for 

11           services more than double.  We need to make 

12           sure that we're investing in providing those 

13           services because our kids are truly -- they 

14           truly need these services in order to be 

15           ready to learn.

16                  CHAIRMAN PRETLOW:  Thank you.

17                  MR. MULGREW:  Thank you.  Thank you, 

18           everyone.  My name is Michael Mulgrew.  I'm 

19           the president of the United Federation of 

20           Teachers of New York City.  

21                  And I would like first to start with 

22           "Gung Hei Fat Choi" to you all, which if you 

23           don't know is Happy New Year.  And we're 

24           happy that there's children across our state 


                                                                   318

 1           having this day off, but always we have to 

 2           get our work done.

 3                  So I want to then be clear with 

 4           everyone, because I heard some of the 

 5           questions, and my phone is ringing off the 

 6           hook constantly at this moment.  We are doing 

 7           everything, and we have clarified all of the 

 8           policies to our school communities in terms 

 9           of what needs to be done and what the process 

10           should be, if there is any, which we have no 

11           evidence that a single one has happened yet 

12           in terms of ICE trying to enter a school.

13                  And we've sent out the state 

14           regulations, but we also sent it out in 

15           English so actually people could understand 

16           it.  So they now have that.

17                  I want to start with Foundation Aid.  

18           Foundation Aid is very important right now in 

19           New York City.  You discussed class size.  

20           Foundation Aid is now directly tied to the 

21           class size law for New York City.  And we 

22           appreciate what the Governor has done in the 

23           initial budget in terms of Foundation Aid, 

24           and we appreciate also that you added in -- 


                                                                   319

 1           not added in, but you updated the poverty 

 2           index.  But we need to update other indexes 

 3           also because just updating that one has 

 4           caused somewhat of an inequity in terms of 

 5           Foundation Aid when it comes to New York City 

 6           compared to the rest of the state.  And I 

 7           look forward to making that happen.

 8                  I also want to make you all aware that 

 9           when you clarified the law last year we were 

10           very -- we were very serious about making 

11           sure it was followed.  We have filed an 

12           official complaint with SED about OMB of New 

13           York City supplanted $10 million of education 

14           funding.  We will come up here.  Your money 

15           that you send for education needs to get to 

16           the children.  It should not be supplanted by 

17           the local municipalities.

18                  When it comes to the workforce issues 

19           we're all facing, we're facing them both in 

20           education and in healthcare.  We're 

21           floundering, folks, just floundering.  We 

22           have to come up with a better way, and we 

23           have to come up with better programs where we 

24           can attract and retain both educators and 


                                                                   320

 1           people who want to work in schools, as well 

 2           as nurses.  And with the shortages that we 

 3           continue to have, especially with 

 4           paraprofessionals and people in special 

 5           education, it is now becoming a crisis and we 

 6           need to get that fixed.

 7                  As Melinda also spoke to, the CTE 

 8           component I want you all to understand that 

 9           the teachers of this state were the ones who 

10           constructed the first microchip manufacturing 

11           curriculum, and that is being taught in parts 

12           of Syracuse as well as New York City.  And it 

13           is already a certified program.

14                  And I cannot stop to say if we're 

15           going to really do it with the healthcare -- 

16           with the workforce shortage, this is not 

17           going away.  Every public-sector worker in 

18           the State of New York understands that Tier 6 

19           with the age 63 is not helping us at all.  

20           And it needs to be fixed.  No way teachers 

21           are going to stay, when they start at 21, to 

22           the age of 63.  We need this fixed.

23                  Thank you.

24                  CHAIRMAN PRETLOW:  Thank you.


                                                                   321

 1                  MR. RUBIO:  Good afternoon, and thank 

 2           you for the opportunity to speak with you 

 3           today.  My name is Henry Rubio.  I am the 

 4           president of the Council for School 

 5           Supervisors and Administrators.  And as many 

 6           of you know, we represent 6500 in-service 

 7           school administrators and about 11,000 

 8           retired school administrators from New York 

 9           City, along with four conversion charters.  

10           And I also represent nearly 200 early 

11           childhood directors who are subsidized by 

12           New York City's Early Childhood Education 

13           Centers.

14                  I'm here in partnership with our state 

15           affiliates, the School Administrators 

16           Association of New York State, and appreciate 

17           the opportunity to be here.

18                  We're grateful for all that the 

19           Governor's proposals do for students, and we 

20           thank her for fully funding the Foundation 

21           Aid formula and for the robust conversations 

22           we've having the last couple of months due to 

23           the needed changes we all recognize.  

24                  We fully support the Governor's vision 


                                                                   322

 1           to achieve both universal childcare and 

 2           universal school meals.  

 3                  School leaders know the excessive use 

 4           of cellphones can have harmful effects on 

 5           children, and we support the Governor's 

 6           efforts to limit the use of cellphones during 

 7           school hours.  And we will continue to work 

 8           with you and her team to refine that 

 9           legislation that would allow for some 

10           flexibility.  

11                  Student health and safety and 

12           well-being are the guiding priorities of our 

13           union members, and we commend the Governor 

14           for her proposal for investments in 

15           school-based health centers and additional 

16           investments in extended day and after-school 

17           programs, which we know are so important for 

18           our families.  

19                  However, we must do more before you 

20           finalize this budget, and we look forward to 

21           working collaboratively with each of you in 

22           the coming weeks to ensure that our schools 

23           have everything that they need.

24                  And while we support the intention 


                                                                   323

 1           behind the Governor's proposed changes to the 

 2           Foundation Aid formula, replacing the poverty 

 3           factor will have a disproportionate impact on 

 4           New York City schools and New York City 

 5           children -- you've heard that many times 

 6           today already -- without considering the 

 7           other recommendations in the testimony that 

 8           we submitted today, which includes weights 

 9           for ELLs, special-needs students, and 

10           temporary housing, et cetera.  

11                  And let me be clear.  CSA, I as the 

12           union president, fully support smaller class 

13           sizes, but far too many of our schools and 

14           districts don't have enough space, and the 

15           funding coming to New York City must reach 

16           the classroom.  We must hold the system 

17           accountable, and it must reach the school and 

18           the classroom.  Just remember that by 2028, 

19           New York City schools will need a billion 

20           dollars for construction, approximately 900 

21           additional new teachers, and the additional 

22           supervisors to adequately support and 

23           supervise our newest colleagues joining the 

24           profession.


                                                                   324

 1                  Now, safety remains a pressing issue 

 2           for us.  We've seen more violence, weapons, 

 3           assaults in schools but mostly outside of 

 4           schools in our communities.  Every school 

 5           needs an appointed assistant principal to 

 6           ensure proper safety, proper staffing, and 

 7           support for both students and teachers alike.  

 8           So we urge you all to support S1396 and 

 9           A2605, legislation that requires an appointed 

10           assistant principal for the issues of safety 

11           in every school.

12                  Thank you for the opportunity to be 

13           here.  Happy New Year, and Happy Lunar 

14           New Year.

15                  CHAIRMAN PRETLOW:  Thank you.

16                  CHAIRWOMAN KRUEGER:  Thank you.

17                  MS. GALLAGHER:  Honorable Chairs and 

18           distinguished colleagues, I'm Cynthia 

19           Gallagher, and I'm representing the school 

20           administrators of New York State.  I would 

21           like to highlight six particular areas of the 

22           Governor's budget as a response of our 22,000 

23           members and 8,000 retirees.  

24                  First, the Foundation Aid amount, the 


                                                                   325

 1           cornerstone of the Foundation Aid formula, 

 2           needs to reflect the scope and amount of work 

 3           that schools are doing currently.  Certainly 

 4           the amount of work and the type of work that 

 5           our school districts are required to do to 

 6           meet the needs of students is not the same as 

 7           when the formula was crafted in 2007.

 8                  Secondly, in regards to 

 9           disruption-free zones, aka cellphone policy, 

10           SAANYS last week sent out a survey to all of 

11           our members, and we had a very robust 

12           response.  Seventy percent of our members 

13           responded back that they did in fact support 

14           a cellphone policy that limited the use of 

15           cellphones or other internet-enabled devices, 

16           but 70 percent also said that they supported 

17           a policy that would provide local discretion 

18           as to the policy and the implementation.  

19           Seventy percent said that they already had 

20           cellphone policies, and 50 percent said that 

21           that would change the best practices and 

22           policies that they already felt were working 

23           for their school climate.

24                  Third, the salary cap waiver needs to 


                                                                   326

 1           be extended.  The shortage in many areas has 

 2           continued to be acute, even more so than last 

 3           year, and the retirees fill positions in a 

 4           way that the current pool of candidates does 

 5           not.

 6                  Fourth, COLA.  Our retirees need to 

 7           have pensions that keep pace with 

 8           accelerating costs.  It is important for 

 9           their own well-being, but it is also 

10           important to acknowledge the roles that they 

11           play in many of our young families.  They 

12           often provide the daycare -- and in fact, 

13           about 22 percent nationally of retirees 

14           provide that daycare -- over $10,000 for 

15           their families, direct monetary support, and 

16           many are head of households for their 

17           grandchildren.  

18                  Fifth, the Governor introduced the 

19           concept of universal daycare.  It will be 

20           important to assure that the promise of 

21           universal pre-K is not lost and that we do 

22           not continue to exacerbate an already 

23           fragmented early childhood system.

24                  And lastly, we would respectfully 


                                                                   327

 1           request that there be additional money for 

 2           professional development for our building 

 3           administrators.  In the current budget there 

 4           is money for our teachers to receive such 

 5           professional development, and we would 

 6           likewise like to see some additional funding 

 7           go to our leaders.

 8                  Thank you very much for your time, and 

 9           I'm sure we will be entertaining your 

10           questions as we go.

11                  CHAIRMAN PRETLOW:  Thank you.

12                  Mr. Magnarelli?

13                  ASSEMBLYMAN MAGNARELLI:  Again, I'd 

14           like to say thank you all for being here.  I 

15           appreciate it.  I know everybody up here 

16           appreciates your testimony and your being 

17           here.

18                  Just a general question.  My -- you 

19           know, I'm from Syracuse, okay?  So my mindset 

20           is what's happening in the Syracuse area, not 

21           only the Syracuse City School District, but 

22           the districts around it.  The one thing that 

23           I hear that most people -- and I don't say 

24           just students or parents, but also teachers 


                                                                   328

 1           and everybody has a concern about, is safety 

 2           in the schools.  Okay?  It's kind of like I 

 3           don't understand how we can have schools 

 4           function if in fact they are not safe.  Okay?

 5                  And this does not mean only making 

 6           sure there aren't guns there, but just the 

 7           protocols and what is needed to make sure 

 8           that students aren't in fights with students, 

 9           that other people aren't getting into the 

10           school.  Just had a news article yesterday, a 

11           woman was -- pled to assaulting a teacher and 

12           sending the teacher to the hospital, and now 

13           is going to be serving two years in jail, 

14           which I don't know how that helps her or her 

15           family at all.

16                  But, you know, the bottom line is 

17           people are concerned about safety.  Can 

18           somebody talk to me about your thoughts -- 

19           not just more money, but what are we going to 

20           do about that?

21                  MS. PERSON:  Well, I can say it was 

22           just last year that the Workplace Violence 

23           Prevention Act was passed by this body, by 

24           both houses, and signed by the Governor, to 


                                                                   329

 1           finally include schools as a workplace that 

 2           would be protected and would be able to bring 

 3           in the Department of Labor when we believe 

 4           that there was a workplace violence concern.

 5                  And that law has been slowly beginning 

 6           to be implemented, so we are hopeful that it 

 7           is going to make a difference in our school 

 8           buildings.  But what it has done already is 

 9           given our members, working every day in our 

10           school buildings, the opportunity to bring to 

11           their administration concerns around staffing 

12           levels, which are often a challenge when 

13           there are training problems, where people 

14           have not received the training necessary to 

15           do their jobs, and when there are compliance 

16           issues, when a student is being promised a 

17           certain level of service and that student is 

18           not getting that level of service and care.

19                  So we hope that this law will begin to 

20           make a difference and put a dent in the 

21           safety issue that you're describing.

22                  ASSEMBLYMAN MAGNARELLI:  I have some 

23           more questions, but I think I ran out of 

24           time.


                                                                   330

 1                  CHAIRMAN PRETLOW:  You certainly did.

 2                  Senate?

 3                  CHAIRWOMAN KRUEGER:  Senator Shelley 

 4           Mayer.

 5                  SENATOR MAYER:  Thank you.

 6                  First is a question on CTE -- Melinda, 

 7           really for you particularly.  As I think you 

 8           know, the Senate one-house last year -- and 

 9           in fact the last few years that I've been 

10           here, we have really tried to invest more 

11           significantly.  And the Governor doesn't have 

12           anything additional for CTE in the budget 

13           this year.  Have you engaged in conversations 

14           with the Governor's office to impress upon 

15           them the importance of CTE both for job 

16           development and workforce development 

17           generally, and as an alternative to sort of 

18           college-driven requirements on students?

19                  MS. PERSON:  Yes, we have been in 

20           regular conversation with the Governor's 

21           office about this issue.  In particular, 

22           given her and her administration's commitment 

23           to the work we've done already with Micron, 

24           we know that she recognizes the importance of 


                                                                   331

 1           this work.  I think there has historically 

 2           been a resistance to making other adjustments 

 3           to these formulas because of outyear costs, 

 4           et cetera.  But I think this is the year that 

 5           we are going to be able to get it done.

 6                  SENATOR MAYER:  Well, I'm glad to hear 

 7           that, but I would just say Micron is not the 

 8           only game in town.  And for so many 

 9           districts, including the City of New York, 

10           you know, the opportunity to have jobs in 

11           their communities matters.  And I hope you 

12           can change that.

13                  The other is on the mental health 

14           front, for all of you, we fought to get the 

15           RECOVS money allocated.  Most of it has gone 

16           out the door.  Have you see any improvement 

17           in mental health services within your schools 

18           as a result of the funds?

19                  MR. MULGREW:  I can say that yes, we 

20           have.  We've also seen a massive increase, 

21           thankfully, we still don't have enough social 

22           workers and psychologists being in the 

23           schools themselves.  We understand there was 

24           a tsunami headed at us.  We had a problem, we 


                                                                   332

 1           had a crisis before COVID and after COVID, 

 2           clearly, we knew a greater crisis was headed 

 3           at us.

 4                  The social workers and psychologists 

 5           inside of the schools have really done a 

 6           phenomenal job, but there's always more that 

 7           needs to be done.  We also need to streamline 

 8           their paperwork.

 9                  SENATOR MAYER:  Yup.

10                  MR. MULGREW:  The paperwork is insane.  

11           A lot of it is redundant, it doesn't need to 

12           be there.  They are constantly saying, We are 

13           clinicians, that means we want to work with 

14           our patient.  We don't want to spend more 

15           than 50 percent of our work time on a 

16           computer clicking all of these different 

17           forms that need to be done.

18                  So I would appreciate if the state 

19           looked at that, because we are -- it's real 

20           simple.  This is their labor.  If you choose 

21           to waste -- have them spending more than half 

22           of their time doing things that are not what 

23           you really hired them for, then we need to 

24           look at that.


                                                                   333

 1                  MS. GALLAGHER:  If I could add --

 2                  SENATOR MAYER:  Yeah, go ahead.

 3                  MS. GALLAGHER:  For our building 

 4           administrators this is the third year in a 

 5           row where mental health remains their 

 6           number-one priority.  So yes, we are 

 7           appreciative of the mental health funding, 

 8           but no, there's much more.  Thank you.

 9                  SENATOR MAYER:  Thank you.

10                  CHAIRMAN PRETLOW:  Thank you.

11                  Assemblymember Carroll.

12                  ASSEMBLYMAN CARROLL:  Thank you, 

13           Chair Pretlow.  

14                  And thank you for your testimony.  

15                  In last year's budget the Governor 

16           allocated $10 million to a back-to-basics 

17           professional development program.  Can anyone 

18           tell me if any teacher has received any 

19           professional development because of that 

20           $10 million allocation?

21                  MS. PERSON:  Yes, I can speak to that.

22                  To be clear, the law required us to 

23           collaborate with the State Education 

24           Department in the creation of this 


                                                                   334

 1           professional learning program.  And we've 

 2           been working very well with the department, 

 3           but the department just gave us in January 

 4           the final instructional practices guidance 

 5           that we needed.  

 6                  So we have been beta testing our 

 7           course and have invested significantly.  So 

 8           far we have not received a dollar yet from 

 9           the state.  So just mind you, that 10 million 

10           hasn't actually been given to us.

11                  And I also want to note --

12                  ASSEMBLYMAN CARROLL:  So understood 

13           that it's --

14                  MS. PERSON:  -- that there have 

15           been --

16                  ASSEMBLYMAN CARROLL:  I only have two 

17           minutes.  It's no one has gotten it yet.  

18           Why?

19                  MS. PERSON:  Oh, no, I'm not done.  

20           There are thousands of members have received 

21           the training through beta testing at our 

22           expense, and through the New York City 

23           Teacher Centers.

24                  MR. MULGREW:  Correct.


                                                                   335

 1                  MS. PERSON:  So the training is being 

 2           delivered at our cost.

 3                  ASSEMBLYMAN CARROLL:  Understood.

 4                  When do you plan to finish, then, the 

 5           professional learning program?

 6                  MS. PERSON:  The course is ready to 

 7           run.  We have several hundred people enrolled 

 8           in the course right now.  We are training the 

 9           entire Niagara Falls School District this 

10           month.  And we are ready to launch completely 

11           as soon as it gets state approval.

12                  ASSEMBLYMAN CARROLL:  And how many 

13           hours is the course?

14                  MS. PERSON:  It's a 25-hour course.

15                  ASSEMBLYMAN CARROLL:  Fantastic.  

16           Thank you so much.

17                  MS. PERSON:  You're welcome.

18                  MS. GALLAGHER:  And if I may, this is 

19           an extensive effort, as you know, 

20           Assemblyman.  When we talk to our principals, 

21           there was funding last year for the teachers 

22           in that $10 million but nothing really for 

23           building administrators, who are the ones to 

24           make sure that that program is sustained.  


                                                                   336

 1           And it is a massive schoolwide effort to do 

 2           that kind of program, so --

 3                  ASSEMBLYMAN CARROLL:  I would love to 

 4           give you more money to do more professional 

 5           learning in the science of reading.  So 

 6           please ask, and you shall receive.

 7                  MR. MULGREW:  I just want to be clear, 

 8           because we're also heavily involved in this.  

 9           We appreciate what you just said, but 

10           nobody's given us any money.  We've actually 

11           been paying for all the instructors out of 

12           our own budgets.  Let me clear:  No one has 

13           given us any money.  We have paid for all of 

14           these instructors out of our own budgets.

15                  ASSEMBLYMAN CARROLL:  Presumably you 

16           will be eventually reimbursed by the State of 

17           New York.

18                  MR. MULGREW:  Well, who knows these 

19           days?  I mean, anything could happen.

20                  (Laughter.)

21                  ASSEMBLYMAN CARROLL:  Are we that 

22           derelict as -- thank you.

23                  MR. MULGREW:  Thank you.

24                  CHAIRMAN PRETLOW:  Senator?


                                                                   337

 1                  CHAIRWOMAN KRUEGER:  Let's see. 

 2                  We have Senator Liu first.

 3                  SENATOR LIU:  Thank you, Madam Chair.

 4                  Thank you all for your continuing 

 5           leadership in education.  

 6                  Henry, good to see you.  The 

 7           chancellor before just -- not too long ago 

 8           testified that all the principals know what 

 9           to do in case somebody rings the doorbell for 

10           their school.  Is that true?

11                  MR. RUBIO:  I think the chancellor 

12           spoke accurately in that there were two 

13           webinars that principals were invited to.  

14                  We had urged to provide principals 

15           with more training than that.  Picking two 

16           random days for 1700 principals and an 

17           additional 3500 or so assistant principals, 

18           who are the right and left hand of 

19           principals, is not going to be enough.

20                  And I think that her team is going to 

21           respond.  We asked that they be continuing 

22           training during the month of January and 

23           February.  Every January and February 

24           principals are mandated to have one 


                                                                   338

 1           professional development meeting with their 

 2           superintendents.  So they're a captive 

 3           audience, and that would be the perfect time 

 4           to both go to the training, ask those 

 5           pertinent questions, and make sure that you 

 6           have everyone.

 7                  So yes, they've been invited to 

 8           professional development.  I don't think 

 9           everyone has actually participated yet.  But 

10           I think we're working on a plan to make sure 

11           we get there.

12                  My team specifically is -- like Mike, 

13           was ringing off the hook constantly all day 

14           long on this one issue.  School leaders are 

15           concerned.  We wake up every day and the 

16           number-one thing we think about is our child 

17           safety.  Parents are dropping them off to us; 

18           we want to make sure they're safe.  So we're 

19           working with the department to make sure we 

20           can get that done.

21                  SENATOR LIU:  And the department is 

22           working with you on that to make sure 

23           everything gets the proper training and 

24           guidance.


                                                                   339

 1                  MR. RUBIO:  Yes.  I have to say that 

 2           we flagged this before the election, and they 

 3           came to the table.  And we wanted to make 

 4           sure that principals had clear guidance.  

 5           We're not lawyers.  But we got clear 

 6           instructions about what to do if non-local 

 7           law enforcement came to the school.  And we 

 8           have that, but we've just got to make sure 

 9           it's communicated widely to everyone.

10                  SENATOR LIU:  Okay, thank you.

11                  And hey, Michael, what's up?

12                  MR. MULGREW:  Hey, how are you, John?

13                  SENATOR LIU:  All right.

14                  MR. MULGREW:  Happy New Year.

15                  SENATOR LIU:  I feel bad -- yeah, 

16           thanks for the Happy New Year.  I felt bad 

17           that I didn't have a chance to give the 

18           chancellor and her team a full opportunity to 

19           respond on the class size issue.

20                  But are the teachers generally happy 

21           with what the city's doing to reduce class 

22           sizes?

23                  MR. MULGREW:  Let me be clear.  This 

24           administration for the first two years after 


                                                                   340

 1           this law -- and this is why what you did was 

 2           so important last year -- they definitely 

 3           were not what you would call a motivated 

 4           group during -- about lowering the class 

 5           sizes of New York City.

 6                  What you did last year made a 

 7           significant impact.  It wasn't an "if."  It 

 8           wasn't a "if you choose to."  And that was 

 9           all taken away.  It was -- those words were 

10           added:  New York City must.  And that was it.

11                  So since then, we've seen this.  And 

12           it was -- over 750 schools did apply once we 

13           did the training.  The principals needed to 

14           be assured that the money was actually going 

15           to get to the school and it would be 

16           recurring.  And I understand why they didn't 

17           believe that that would happen until we had 

18           it clarified in the law.  And once that 

19           happened, the applications started flying in.

20                  Thank you.

21                  SENATOR LIU:  Thank you.

22                  CHAIRWOMAN KRUEGER:  Thank you.

23                  Assembly.

24                  CHAIRMAN PRETLOW:  Thank you.


                                                                   341

 1                  Assemblyman Smith.

 2                  ASSEMBLYMAN SMITH:  Thank you, Chair.

 3                  And good to see everyone.

 4                  I want to spend some time talking 

 5           about cellphones and distraction-free 

 6           learning.  I know it's been an initiative for 

 7           NYSUT and UFT and everyone to bring this to 

 8           light.  Teachers and people who work in the 

 9           classroom have been talking about this for 

10           many years, what can be done.  A lot of 

11           schools across the state are taking actions.

12                  Do you feel that so far what has been 

13           proposed, is that -- you know, the funding, 

14           $13 million, does that satisfy what you're 

15           hearing in the classrooms?  Or can we build 

16           on that?  What are your thoughts?

17                  MR. MULGREW:  We won't know till the 

18           applications come in, because some schools, 

19           there are some plans that schools can follow 

20           that won't require additional funding.  But 

21           not all schools will be able to do that.  So 

22           we won't know until the applications 

23           themselves come in.

24                  And remember for us, this is not -- 


                                                                   342

 1           this is something that is much more serious.  

 2           I mean, it's spoken about in a very light way 

 3           at times, but since we now have so much 

 4           medical documentation and research that this 

 5           is actually harming the mental wellness of 

 6           our students -- we are educators.  Once we 

 7           get that, this shouldn't be a debate to us.  

 8           This is harming our students.  We're all 

 9           screwed, we're done.

10                  (Laughter.)

11                  MR. MULGREW:  Okay?  But we have to be 

12           able to help them get to a better place.  And 

13           I can tell you, every school that has done 

14           this, it's the same process.  We have parents 

15           who are against it at times, we have students 

16           who are adamantly against it.  Once you have 

17           it put into place, it's also uniform -- 

18           whether it's in upstate New York, it's in 

19           central Brooklyn, it's in Staten Island or 

20           it's in the Bronx -- the students after a 

21           year say, I don't want the cellphones back.  

22           And life is better.

23                  MR. RUBIO:  If I can jump in, I know 

24           there was some conversation -- I can't 


                                                                   343

 1           remember from who -- this morning.  I think 

 2           for us it's really important for school 

 3           leaders to know that this is going to be a 

 4           process for us to engage students and staff 

 5           and get by in an understanding that the 

 6           science is already there, the data is already 

 7           there, and come to a place where, you know, 

 8           the cellphone is not using our children but 

 9           actually teaching -- and as a father of four, 

10           how do we effectively use this as a tool and 

11           not that our children are tools, right?

12                  And so that's part of the flexibility 

13           we want, especially depending on school 

14           level.  We might want some more discretion at 

15           the high school level, perhaps, where kids 

16           are going to -- they're going to use these -- 

17           you heard the chancellor say they're going to 

18           use this right after 3:15 or 4 o'clock.  

19           Right?  So how do you use it effectively and 

20           efficiently after that?  

21                  I think Melissa and I have had many 

22           conversations around the cost.  I'm seriously 

23           concerned about the cost and not being an 

24           unfunded mandate for schools.  We're talking 


                                                                   344

 1           about $30 per pouch if we go that way.  I 

 2           think that is the way I would prefer to go as 

 3           well.

 4                  And there's a human capital cost, I 

 5           think, to this as well that we need to 

 6           consider as well.  So I really appreciate 

 7           that question, Assemblyman.

 8                  ASSEMBLYMAN SMITH:  Yeah, I agree with 

 9           you on the science part.  You're talking 

10           about the mental health of our students, the 

11           bullying aspect.  Now, again, we can't 

12           control what happens after school hours, 

13           although your members are often pointed to as 

14           some obligation, you know, that you may have 

15           them for 40 minutes a day but that they 

16           control what goes on.  Thank you.

17                  CHAIRMAN PRETLOW:  Thank you.

18                  Senator?  

19                  MR. MULGREW:  Thank you for that 

20           recognition.

21                  CHAIRWOMAN KRUEGER:  Thank you.

22                  Next is Senator Murray.

23                  SENATOR MURRAY:  Thank you, 

24           Chairwoman.  And thank you.


                                                                   345

 1                  I'm going to kind of piggyback on 

 2           Assemblyman Smith in a second, but I want to 

 3           first start by saying thank you in particular 

 4           to Melinda for all of the effort towards the 

 5           universal healthy meals.  That is so very 

 6           important, so thank you.  And thank you all 

 7           for being advocates there and pushing so hard 

 8           to get that done.

 9                  I also couldn't agree with you more on 

10           the Tier 6.  Couldn't agree with you more on 

11           that.  It is absolutely hurting hiring, 

12           retention, recruitment -- 

13                  (Applause from panel.)

14                  SENATOR MURRAY:  Agreed.

15                  And then also the CTE, the importance 

16           of that.  We must continue to invest in this, 

17           because that is the future.  These jobs are 

18           our future.

19                  So I also agree with the cellphone ban 

20           or distraction-free, whatever you want to 

21           call it.  But I do -- I've been getting 

22           questions, and that's where I'm going to talk 

23           about the cost.  So you have some that are 

24           saying, Is 13.5 million enough?  Others are 


                                                                   346

 1           saying, Why do we need 13.5 million to put a 

 2           policy in place?  Can you kind of elaborate 

 3           on what the money will go for?  How will that 

 4           be used?

 5                  MS. PERSON:  I can say that right now 

 6           there are a variety of different policies in 

 7           place that are working.  In some places they 

 8           are able to do things simply saying:  All 

 9           kids must keep their phone for the entire 

10           duration of the school day in their locker.  

11           Right?  And so that might work in one 

12           particular setting.

13                  In other places, they don't have 

14           lockers.  Right?  In other buildings.  And I 

15           think that's why this proposal includes local 

16           discretion with regard to people deciding 

17           what works for our community, what works for 

18           our school.

19                  What is not -- where there isn't 

20           discretion is that the Governor and others 

21           are saying right now we are saying it is a 

22           priority for us to protect the mental health 

23           of our students for seven hours a day, and 

24           that during that time they're going to be 


                                                                   347

 1           distraction-free where they will not be 

 2           exposed to gaming, to social media, to all 

 3           the other things that take them away from the 

 4           reason that they're at school in the first 

 5           place, which is to learn.

 6                  SENATOR MURRAY:  Right.  Would you say 

 7           this is kind of just -- the 13.5 million, is 

 8           this just kind of a starting-point gauge to 

 9           say we think this is what, but it could be 

10           adjusted later?  Up or down.

11                  MS. GALLAGHER:  We've heard from our 

12           members a concern, though, that this would be 

13           just the initial funding, and what would 

14           happen in consecutive years when such a 

15           policy is fully implemented.

16                  So there is concern by our building 

17           administrators as to the continuity of 

18           funding.

19                  MR. MULGREW:  And it comes down to 

20           actually grade levels are very important 

21           here.  Elementary schools, they basically -- 

22           the student just puts -- they just walk in 

23           and they pop it into a little pocket that's 

24           hanging on a door.  And it's very simple.


                                                                   348

 1                  You can imagine that's not going to be 

 2           that simple with middle schools and high 

 3           schools.  So if we have lockers, we can get 

 4           them into lockers.  If not, then we're 

 5           talking about the pouches.  That I do -- I do 

 6           believe that there is now a second company.  

 7           So if there's two companies, we're not paying 

 8           $38 for a pouch.

 9                  SENATOR MURRAY:  Right.  Right.

10                  MR. MULGREW:  All school districts 

11           should say no.  And I would band together 

12           multiple school districts -- multiple school 

13           districts should band together to say, 

14           Unh-unh, give us a better price.

15                  CHAIRMAN PRETLOW:  Thank you.

16                  Assemblyman Ra.

17                  ASSEMBLYMAN RA:  Thank you.

18                  So yes, on the same topic, that was my 

19           question.  And you just mentioned because 

20           somebody gave me the example yesterday of, 

21           you know, some type of thing hanging on the 

22           door that has a bunch of, you know, 

23           basically, I don't know, it's like a shoe 

24           rack you have on the door, you can put --


                                                                   349

 1                  MR. RUBIO:  Exactly.

 2                  ASSEMBLYMAN RA:  So my question 

 3           basically is this proposal as written, do you 

 4           feel it has enough flexibility so that if a 

 5           district is doing something like that and 

 6           it's working, they'll be able to continue to 

 7           do that?

 8                  MS. GALLAGHER:  We do not.  Our 

 9           members were pretty strong in their opinions 

10           that the idea of a bell-to-bell-only 

11           statewide policy doesn't allow for discretion 

12           for schools who have layered it, as Michael 

13           said, elementary, secondary, middle school, 

14           for juniors, for seniors who are going to be 

15           using that six months into their freshman 

16           year.

17                  MR. RUBIO:  The reality is that, you 

18           know, there are instances -- my wife's a 

19           teacher as well, where she wants her students 

20           in high school to use the device for 

21           instructional purposes in some way, right?  

22           At other times, you don't want it; it's a 

23           distraction.  

24                  So there's got to be some flexibility 


                                                                   350

 1           there, and prioritizing, again, our students' 

 2           mental health and funding it.

 3                  MS. PERSON:  The proposal as drafted 

 4           does include flexibility for the use of 

 5           phones for instructional purposes, for 

 6           translation services, for -- if a child is 

 7           monitoring their insulin.  And we believe 

 8           that it makes sense to give educators and 

 9           principals and districts the flexibility to 

10           say, everybody can use their phone for this 

11           purpose if they need to.

12                  I think the important thing about the 

13           bell-to-bell is that it includes time passing 

14           in the hallways, it includes study hall, it 

15           includes lunch hour.  And at first I thought, 

16           you know, this is not our concern, what 

17           happens in the lunchroom per se, because we 

18           really care about instructional minutes, our 

19           time with our kids to teach.  But what the 

20           research has shown is that that time in the 

21           hallway, that time in the lunchroom, is 

22           critical developmental learning for our 

23           students.  That is where they learn to be 

24           together, to communicate, to have human 


                                                                   351

 1           connection, to look people in the eye.  

 2           Right?  

 3                  And our students aren't getting that 

 4           right now.  Because in the hallways of a 

 5           school, go visit a school, they're all 

 6           starting down at their phone in the hall.  

 7           They are in the lunchroom not talking to each 

 8           other.  This is not okay.  It's not okay.  

 9           And the bell-to-bell policy is going to fix 

10           this.

11                  MR. MULGREW:  And before -- and I 

12           understand and absolutely agree with the 

13           parents' concern on their ability to get in 

14           touch with their child.

15                  But when -- we did have these policies 

16           when you were all in school.  

17                  (Laughter.)

18                  MR. MULGREW:  Okay?  So let's just be 

19           realistic about this.  And, you know, I don't 

20           want the distraction.  Remember, we are the 

21           only state right now with a law on the books 

22           that says no predatory algorithms for minors.  

23           We're the only state that has it.  And I 

24           think this says even more if we move this 


                                                                   352

 1           forward.  Thank you.

 2                  ASSEMBLYMAN SMITH:  Thanks.

 3                  CHAIRMAN PRETLOW:  Senator?

 4                  CHAIRWOMAN KRUEGER:  Thank you.

 5                  Senator Bynoe.

 6                  SENATOR BYNOE:  Thank you, 

 7           Madam Chair.  Good afternoon to the panel.

 8                  MR. MULGREW:  Good afternoon.

 9                  SENATOR BYNOE:  I'm Siela Bynoe, 

10           hailing from Nassau County's 6th Senate 

11           District.  And it's home to communities like 

12           Westbury, Hempstead, Roosevelt, Freeport, 

13           Baldwin.  And it's a community where there's 

14           a proliferation of charter schools.  And 

15           those communities, school communities, are 

16           sending upwards of $120 million to charter 

17           schools in this moment.  And they're 

18           projected to send upwards of 140 million in 

19           the coming year.

20                  So I understand, parents wanted 

21           alternatives and options, and we respect 

22           that.  And what I'm seeking is to hear from 

23           you today as I think we need to move forward 

24           in finding some level of a balance where 


                                                                   353

 1           public schools and these charter schools that 

 2           exist can coexist without creating a 

 3           disparate impact on the public school 

 4           education.

 5                  And so this district, as I already 

 6           stated, is oversaturated and there's yet 

 7           another school, charter school, scheduled to 

 8           come in that was just approved by --

 9                  MR. MULGREW:  SUNY.

10                  SENATOR BYNOE:  -- SUNY -- thank you.  

11           Not State Education Department, by SUNY.

12                  MR. MULGREW:  Of course.

13                  SENATOR BYNOE:  And so I'd like to get 

14           your thoughts and hear from you directly on 

15           the impacts that school communities, public 

16           school communities, are having as a reality 

17           of all of this funding leaving the school 

18           district in terms of how it's impacting 

19           programs, how it's impacting, you know, the 

20           public educators and the like.

21                  Thank you.  

22                  MS. GALLAGHER:  Some of the concerns, 

23           as you've heard today, I would say were 

24           reflected in the building administrators' 


                                                                   354

 1           position, and that is in terms of the 

 2           migratory issue of some of the students 

 3           coming back and forth between charter schools 

 4           into public schools.

 5                  The other piece of it is the 

 6           accountability.  Many of our members will 

 7           talk to us about how there needs to be the 

 8           same accountability in charter schools as 

 9           there are for the public schools.  That is 

10           important for our membership.

11                  MS. PERSON:  And I would say the 

12           saturation issue is a particular problem.  

13           We've supported legislation that would cap 

14           saturation at 5 percent of any given 

15           district, sponsored by Senator Mayer.

16                  When a district has more than 

17           5 percent of their kids and loses more than 

18           5 percent of their funding to a charter 

19           school, it's destabilizing for the district.  

20           It's destabilizing for the community.  And 

21           the current funding structure does not 

22           account for that loss in a way that does -- 

23           that leaves the public school district whole.

24                  And so addressing that saturation is 


                                                                   355

 1           critically important, as well as the 

 2           transparency issues, the lack of a public 

 3           vote on the creation of new charter schools, 

 4           and we also -- I'm sorry.

 5                  (Buzzer sounding; laughter.)

 6                  CHAIRMAN PRETLOW:  Thank you.

 7                  Assemblywoman Cruz.

 8                  ASSEMBLYWOMAN CRUZ:  Thank you for 

 9           being here today.  As a Tier 6er myself and 

10           having many of your members who are in the 

11           same boat, I'll be fighting right along with 

12           you to make sure this changes.

13                  MR. MULGREW:  Thank you.

14                  ASSEMBLYWOMAN CRUZ:  Completely 

15           different topic, but it impacts your schools.  

16           The implementation of our decriminalization 

17           of cannabis, and licensing, has impacted some 

18           of your schools because there is a loophole 

19           in the law that allows for some of these 

20           locations to be in or near schools that 

21           happened to not be completely a building that 

22           is just a school.  So if you happen to have a 

23           school that has partially some sort of other 

24           entity, they actually can put it within the 


                                                                   356

 1           500 feet.

 2                  So I'm going to come to you -- this is 

 3           a heads up saying my colleagues and I are 

 4           working to close that loophole.  We will be 

 5           coming to you.  It's not that many schools, 

 6           but some of them are in my district, so we'll 

 7           be coming to you for official support on 

 8           this.  Again, completely unrelated, but just 

 9           a heads up.

10                  Mr. Mulgrew, thank you for your 

11           statement earlier today on UFT's position on 

12           the enforcement of civil immigration law as 

13           well as your public statement earlier in the 

14           week.  When you were speaking about it, I saw 

15           several of your colleagues nodding in 

16           agreement, and I suspect that you all feel 

17           the same way.  

18                  A public statement often goes a long 

19           way for your members.  I hear from you, 

20           Henry, that there is training taking place 

21           for the administration, but have any of you 

22           also made public statements that your members 

23           are to follow these regulations and that this 

24           is the stance of the union?  Because 


                                                                   357

 1           leadership at a time like this is extremely 

 2           key.  Thank you.

 3                  MR. MULGREW:  For us at the UFT, we 

 4           sent out specific guidelines, state 

 5           guidelines on Friday.  And yesterday I sent 

 6           out what I call the break it down so 

 7           everybody can understand it very simply:  

 8           Ding-dong, who are you, do you have a 

 9           warrant?  Let me see it.  Send it to the 

10           lawyer.  Is it an administrative ICE warrant?  

11           Thank you, you can't come in.  Have a nice 

12           day. 

13                  Ding-dong.  You have a warrant?  I 

14           have a judicial warrant.  Send that to the 

15           lawyers right away, make sure you check that.  

16           Those are not easy to get, and there are 

17           criteria around them.

18                  So I want to be clear, when somebody 

19           says to us, Well, what happens if they show 

20           up with a judicial warrant?  That's a whole 

21           different level for them to get.  They're 

22           very rare, especially in -- when -- they are 

23           very rare when it comes to entering a school 

24           building.  Because there has to be violence 


                                                                   358

 1           or possibility of real violence attached to 

 2           it.

 3                  So I've sent that out to my members.  

 4           Usually once I send it out to my members it 

 5           goes public.  But I understand that -- yes, 

 6           whatever else we need to do on this.  Because 

 7           we need to quell the constant anxiety that 

 8           we're dealing with right now.  We have to get 

 9           these children back to school.  There was --

10                  ASSEMBLYWOMAN CRUZ:  I don't want to 

11           interrupt, but I know we only have 10 

12           seconds.  I'd love to know if everybody else 

13           has done what you were doing.  Thank you.

14                  MR. RUBIO:  On my end, again a lot of 

15           anxiety and so actually it's funny you asked, 

16           I authorized a statement going out tomorrow.

17                  ASSEMBLYWOMAN CRUZ:  Thank you.

18                  MR. RUBIO:  To my members.

19                  CHAIRWOMAN KRUEGER:  Thank you.

20                  Senator Tom O'Mara.

21                  SENATOR O'MARA:  Good afternoon.  

22           Thank you all for being with us.  

23                  President Person, thank you for 

24           starting out strong on CTE.  Certainly a 


                                                                   359

 1           strong supporter of that.  And interested in 

 2           your thoughts on working more in conjunction 

 3           with our community colleges to start the CTE 

 4           at K through 12 and to continue on for more 

 5           expertise or a higher level after Grade 12.

 6                  What do you think is where we are 

 7           right now, and working?  And this is open for 

 8           anybody, but I'll start with you, Melinda, on 

 9           that end.  How are we working in that 

10           cooperation with that next level to community 

11           colleges?

12                  MS. PERSON:  There are a number of 

13           collaborations that already exist between the 

14           public schools and our community colleges 

15           with regard to career and technical education 

16           programs.  There are a lot of dual enrollment 

17           programs that currently exist.  We can always 

18           do more and increase those partnerships.  But 

19           it is really important that we align the 

20           programs that we are doing in high school 

21           with the opportunities that kids are going to 

22           have in higher education as well.

23                  MR. MULGREW:  When I said before that 

24           the teachers of the State of New York 


                                                                   360

 1           designed the curriculum for microchip 

 2           manufacturing, that's where CTE starts.  They 

 3           didn't do it on their own, they did it by 

 4           working with the industry itself, between the 

 5           different microchip manufacturing entities 

 6           that we have in the state.

 7                  The teachers then can turn it into 

 8           curriculum when they are actual curriculum 

 9           developers.  That has to go through the 

10           community colleges.  It cannot be that, Oh, 

11           we already have an established program and 

12           this is what we want to continue to use.  No, 

13           it has to be based off what the industry 

14           itself wants.  That's how you actually come 

15           to a real economic development.

16                  I just got back, I was two days in 

17           Zurich with them in Switzerland, because they 

18           have this best -- the best practices on this.  

19           And they were very clear, they knew about 

20           what was going on in New York State, they 

21           knew about CTE.  They said, But around your 

22           country -- and you need to do more of this -- 

23           actually the skills that you're training 

24           people to do have to be aligned to the 


                                                                   361

 1           industry.  They cannot be aligned to what 

 2           educators think, they cannot be aligned to 

 3           things that have nothing to do with what we 

 4           want from the industry.

 5                  So it's a constant struggle, because 

 6           for years we tried to develop these programs 

 7           and thankfully the business side is much more 

 8           open to doing this.  And I'm going to say 

 9           this as an educator, educators have been very 

10           reluctant to really go into this.  But you're 

11           seeing the leadership here saying we have to 

12           go there. Graduation rates are higher, they 

13           go to college at a higher rate and graduate 

14           at a higher rate.  But we need to do more, 

15           and we need to fast-track it.

16                  MR. RUBIO:  I'll turn it over just to 

17           say that the vast majority of our kids in CTE 

18           in New York City are leading and graduating 

19           with industry certification.

20                  MS. GALLAGHER:  It's a priority whose 

21           time has come, like Melinda said, especially 

22           as we look towards the graduation measure and 

23           issues that State Ed is doing, and it's a 

24           pathway coming up.


                                                                   362

 1                  SENATOR O'MARA:  Thank you.

 2                  CHAIRMAN PRETLOW:  Thank you.

 3                  Assemblywoman Pheffer Amato.

 4                  ASSEMBLYWOMAN PHEFFER AMATO:  Good 

 5           afternoon.

 6                  So I'm Tier 4, and I don't know what 

 7           the problem is here today.

 8                  (Laughter.)

 9                  MR. MULGREW:  Tier 4 will help Tier 6 

10           like Tier 1 helped you get better Tier 4.

11                  (Laughter.)

12                  ASSEMBLYWOMAN PHEFFER AMATO:  And you 

13           know, as a champion to change this.  So, you 

14           know, recruitment and retention is a priority 

15           for the committee, as chair of Government 

16           Employees.  

17                  And we are going to of course attempt 

18           to try and change the other parts of Tier 6, 

19           but what else can we do?  If we take that out 

20           of the mix, what creative ideas are there out 

21           there that we could work with you, either 

22           recruiting from other states or keep, you 

23           know, having folks take on a career?  

24                  As a former paraprofessional who never 


                                                                   363

 1           wanted to do that but did it out of necessity 

 2           to raise my kids and have health benefits, I 

 3           really found it amazing and probably would 

 4           have changed, maybe, when I was in college 

 5           knowing what being an educator was like, 

 6           working with special-needs children all day 

 7           long.  I never thought to be a teacher 

 8           because I don't want to teach, I like that 

 9           part of the responsibility.

10                  So what could we do more?  And what -- 

11           from your expertise, what could we do more 

12           for that recruitment and retention?

13                  MS. GALLAGHER:  For retention, at 

14           least for the building administrators, one of 

15           the --

16                  ASSEMBLYWOMAN PHEFFER AMATO:  Say that 

17           again?  I'm sorry.

18                  MS. GALLAGHER:  I'm sorry.  For the 

19           shortage in retention of building principals, 

20           much of it already rests with our mentorship 

21           programs and the way that we're conducting 

22           our professional development once those folks 

23           get into the profession.  We want to maintain 

24           and make sure that they're staying.  And the 


                                                                   364

 1           same would be for our pipeline of our 

 2           teachers coming through.

 3                  Very few, when you go down through the 

 4           hallways of a school, really are aspiring to 

 5           be building principals.  So ours is just a 

 6           little bit different.

 7                  ASSEMBLYWOMAN PHEFFER AMATO:  Why are 

 8           they leaving?  So we're not getting the 

 9           retention on the principals?  Like why are 

10           they leaving?

11                  MR. RUBIO:  I would say, at least for 

12           New York City, it's burnout.  

13                  MR. MULGREW:  Yeah, burnout, yup.

14                  MR. RUBIO:  It's a burnout issue.  

15           It's just the job is not what it was years 

16           ago.  And they're just leaving the profession 

17           before or leaving the city entirely.  And 

18           once they hit their -- you know, 

19           November 18th is my 55th birthday.  Before, a 

20           principal would stay and finish the school 

21           year.  Now, they're gone on the next day:  I 

22           can't take another day. 

23                  And so our professional development 

24           assets and our testimony provides how do we 


                                                                   365

 1           become more effective school leaders, how do 

 2           we create a pipeline of teachers that become 

 3           assistant principals, assistant principals  

 4           that are going to become principals, to lead 

 5           the system?  And with that constant turnover, 

 6           no matter what reading program we develop, no 

 7           matter what kind of curriculum, the constant 

 8           turnover is just really hurting the system.  

 9                  I did some legislation a couple of 

10           weeks ago, I can't remember which union it 

11           was pushing, about if you're eligible to 

12           retire and this is just me -- not to brief 

13           anybody on this, but if you're eligible to 

14           retire, they know that if they die in 

15           service, they lose their pension.  Right?  

16           Versus if you die in service you get three 

17           and a half times your salary.  If we make a 

18           change there, some people might stay a little 

19           bit longer if I knew that my family was not 

20           going to be harmed by that.

21                  Just something to consider as you're 

22           talking about it.  I think you're aware of 

23           it.

24                  ASSEMBLYWOMAN PHEFFER AMATO:  We're 


                                                                   366

 1           going to have a big discussion on that.  Yup.

 2                  MR. MULGREW:  Yup, it's just -- and we 

 3           have to look at the people in our profession 

 4           who are at the low wages, about how we have 

 5           to fix that.  Pattern bargaining has been a 

 6           disservice to our low-wage workers for years.  

 7           And for municipalities -- here we go, 

 8           ding-dong. 

 9                  (Buzzer sounding; laughter.)

10                  CHAIRMAN PRETLOW:  Thank you.

11                  Senate?  

12                  MR. RUBIO:  But if I could just say, 

13           we're going to have to pay a premium if we 

14           want people to work in person.  That's just 

15           the reality.

16                  CHAIRWOMAN KRUEGER:  Thank you all.  

17           Thank you and your members for the amazing 

18           work you do for all our children, sincerely.

19                  So I don't want to ask about the 

20           dollars and cents, and I'm not asking about 

21           the immigration response, because I'm so glad 

22           with what you already said.  But I know all 

23           of us are in total panic about the next thing 

24           that might be coming out of Washington 


                                                                   367

 1           affecting our lives.  

 2                  So I know you talk to people all over 

 3           the country in education.  What are you all 

 4           worried about from a policy perspective next 

 5           that might hit us?

 6                  MR. MULGREW:  Tying very essential 

 7           programs to federal money.  That is our 

 8           biggest worry for us in this industry.  And 

 9           yesterday I'm sure some of you are aware, 

10           yesterday was a bit of a rocky day.  Forget 

11           about the grants program, the Medicaid portal 

12           went down, all that was -- payments were 

13           being stopped to states.

14                  The idea that during the campaign we 

15           constantly heard about IDEA will become a 

16           block grant program.  We are -- the lawyers, 

17           multiple states are ready to react to all of 

18           this.  We're quite sure we can win that.  And 

19           all the title programs at the same time, 

20           block grants.  But it's more about using 

21           federal dollars to do things to pit children 

22           against children and community against 

23           community.  

24                  But, you know, this is a -- this isn't 


                                                                   368

 1           a -- you know, I work across the country and 

 2           I work across the aisle with so many, across 

 3           the aisle constantly, all over, and everybody 

 4           does understand that public school community, 

 5           for us, is sacred.  And it's sacred to both 

 6           sides of the aisle.  So that is what we are 

 7           hoping for, but we're not putting our heads 

 8           in the sand.  We are constantly coordinating 

 9           legal strategies and also sorts of other 

10           things just in case anything happens.

11                  MS. GALLAGHER:  Yeah, making sure that 

12           that infrastructure is there, especially for 

13           the title programs, Title I and Title II-A, 

14           for our members are critical.  And we've been 

15           working with our national associations and 

16           our federal colleagues as well.

17                  MR. MULGREW:  Could you imagine if 

18           that happens, if that's allowed, the federal 

19           government ever tries to do that and we lose 

20           in court?  That means every administration 

21           would be able to dole out federal dollars in 

22           the title programs based off of political 

23           needs and not off of the actual count of 

24           children in their state.  It's a precedent 


                                                                   369

 1           that we cannot allow to happen.

 2                  MR. RUBIO:  The destabilizing effect 

 3           is too profound and we don't have time to 

 4           experiment with children's lives.  At the end 

 5           of the day we've got to do what's best for 

 6           them.  So yeah, agreed.

 7                  CHAIRWOMAN KRUEGER:  I think you 

 8           probably agree with all of your colleagues.

 9                  MS. PERSON:  We're preparing for all 

10           sorts of different scenarios.  Massive loss 

11           of federal funds is -- is a fear.  And we 

12           just saw yesterday, while at the same time 

13           we're talking about universal school meals, 

14           the federal government's talking about 

15           cutting it.  Right?  What does that mean for 

16           the State of New York?  

17                  And these are all scenarios that we're 

18           preparing for and particularly legal 

19           strategies and action to take to make sure 

20           that this doesn't happen.

21                  CHAIRWOMAN KRUEGER:  I think we're all 

22           going to be in this fight quite a bit.  And 

23           yes, it involves smart legal strategies and 

24           pushing back over and over again.  But 


                                                                   370

 1           hopefully you're right, this is an 

 2           across-the-aisle issue in every state for 

 3           everyone who cares about children.

 4                  Thank you.  

 5                  MR. MULGREW:  Thank you.  

 6                  Assembly?

 7                  CHAIRMAN PRETLOW:  Assemblywoman 

 8           Simon.

 9                  ASSEMBLYWOMAN SIMON:  So thank you for 

10           your testimony.

11                  So I have questions for the UFT and 

12           for NYSUT with regard to this training 

13           pursuant to the $10 million to train 20,000 

14           teachers last year in the science of reading.  

15           Can you tell me how that's kind of divided up 

16           proportionally between the UFT and NYSUT and 

17           the city and --

18                  MR. MULGREW:  Yeah, it's roughly 

19           40/60.  But we use your -- we also have been 

20           using your actual Teacher's Choice support to 

21           do that work right now, which is why we have 

22           moved so quickly once we had this 

23           established.  

24                  And that's why we always look to your 


                                                                   371

 1           support for that, that teach -- we have 

 2           professional credits, which you know, you 

 3           guys passed the law teachers are required to 

 4           have CTLE credits, a certain number of CTLE 

 5           credits every year.  And by far the Teacher 

 6           Centers of the State of New York, as an 

 7           entity, have given thousands and thousands of 

 8           CTLE credits, way past anybody else.  And 

 9           that has now become the foundational piece 

10           for training and support for educators.

11                  And thankfully we have grown them, and 

12           we've been very entrepreneurial by working 

13           with the Department of Ed, working with 

14           principals, to figure out how to make these 

15           things work.

16                  ASSEMBLYWOMAN SIMON:  Okay.  And about 

17           how many teachers have been trained so far?

18                  MS. PERSON:  We are somewhere around 

19           3,000, was my last count.

20                  MR. MULGREW:  On the Back to Basics?  

21           Yeah, on the Back to Basics, yes.

22                  ASSEMBLYWOMAN SIMON:  And then who's 

23           doing a better job?

24                  (Laughter.)


                                                                   372

 1                  MR. MULGREW:  Hmm?  We work in 

 2           conjunction.  We work in conjunction.  But 

 3           you have to -- at the same time, at the same 

 4           time, on the science of reading, we've 

 5           trained over -- just this year alone, we've 

 6           trained close to 40,000 teachers in that part 

 7           of the Back to Basics.  But we were doing 

 8           that because of the year before.

 9                  MR. RUBIO:  And we really do work 

10           together, with our teacher centers, partner 

11           with our principals and their scheduling and 

12           what we're looking at, and we're training -- 

13           we're all working for the benefit of our 

14           students, exactly.

15                  (Overtalk.)

16                  ASSEMBLYWOMAN SIMON:  That's good to 

17           hear.  I just was checking.  Thank you.  

18           All righty, thank you.

19                  MR. RUBIO:  And we're getting the same 

20           level of supports to train school leaders and 

21           everyone.

22                  CHAIRMAN PRETLOW:  Assemblywoman 

23           Hooks?

24                  (Off the record.)


                                                                   373

 1                  ASSEMBLYWOMAN HOOKS:  Thank you all 

 2           for your testimony today.  I have several 

 3           questions, but I'm going to kind of just 

 4           piggyback off of what my colleague Pheffer 

 5           Amato said.

 6                  I was also wondering as far as what 

 7           she said about, you know, yes, I'm a strong 

 8           supporter of Tier 6, and just what's next, 

 9           what else could we do.  And I appreciate your 

10           answer, but I have a question.

11                  Do you have an average of 

12           health-professions positions at school as 

13           well as assistant principals at schools that 

14           are vacant?

15                  MR. RUBIO:  Say the question again?  

16           Do we have --

17                  ASSEMBLYWOMAN HOOKS:  Do you have a 

18           number, according to our New York City 

19           schools, for health professionals as well as 

20           assistant principal positions that are 

21           vacant?  

22                  Because I heard you say, Mr. Mulgrew, 

23           how the lack of health professionals is 

24           becoming a crisis.  And I would just want to 


                                                                   374

 1           know what that number looks like, what's that 

 2           crisis number look like?

 3                  MR. RUBIO:  I can tell you there is a 

 4           serious concern about paraprofessionals, the 

 5           need for paraprofessionals, the students not 

 6           getting their IEP needs met.  I know we have 

 7           a City Council hearing in New York City 

 8           tomorrow.

 9                  So what I might tell you, it is a huge 

10           crisis, the number of students needing IEPs 

11           is exploding.  And our principals either have 

12           not been getting the funding or can't find 

13           someone that's willing to take that job.  

14           Right?  And so we've got to do a lot of work 

15           on that side.  And principals are stressed 

16           about it, right?  We want to make sure we 

17           meet those needs.

18                  On the assistant principal side, it's 

19           clear we have postings that say what these 

20           vacancies are.  In our particular case we are 

21           seriously concerned.  It's the one thing, 

22           Assemblywoman, that I lose sleep over, and 

23           that's the safety of our kids.  And I don't 

24           want to be here one day saying that something 


                                                                   375

 1           happened in a school when I've been 

 2           advocating to have an assistant principal in 

 3           every school building in New York City.  

 4                  Principals call out sick, they are out 

 5           of their buildings on professional 

 6           development, they're entitled to take annual 

 7           leave days.  And if there is not an 

 8           administrator in the building in the event  

 9           of an emergency -- every other one, every 

10           other person is a teacher in front a 

11           classroom or haven't been trained in how to 

12           respond.  And so we just want to make sure 

13           that we have that level of safety for our 

14           children.

15                  Thank you for the question.

16                  MR. MULGREW:  We were able to increase 

17           the number of nurses because during COVID the 

18           nurse was the number-one person in every 

19           building.  We are not -- we still do not have 

20           a nurse in every building.  So that is 

21           something we're constantly focused on.  This 

22           is ridiculous.  During COVID everyone praised 

23           the nurses, everyone wanted a nurse in every 

24           school building.  They were dictating the 


                                                                   376

 1           policies inside of the school itself.

 2                  In terms of paraprofessionals, they 

 3           are mainline for a lot of crisis 

 4           intervention.  When we negotiate, the 

 5           Department of Ed knows that their salaries 

 6           are too low, which is really a problem.  The 

 7           Department of Ed tells us they agree.  But 

 8           they say, We have pattern bargaining, so if 

 9           you want them to have a raise, everybody else 

10           in your union has to give up part of their 

11           raise to pay them.

12                  In what planet are these people 

13           talking from?

14                  MR. RUBIO:  Absolute nonsense.

15                  MR. MULGREW:  What company would say, 

16           oh, you're right, we can't attract these 

17           workers, so everybody else who works here, 

18           you have to give up your raise to pay for 

19           them.  What kind of crap are we dealing with?

20                  And the state and the City of New York 

21           have always lived by, Well, it's pattern 

22           bargaining, there's nothing we can do about 

23           it.  They probably go back in the room and 

24           laugh like little jackals.  Sorry.


                                                                   377

 1                  (Laughter.)

 2                  CHAIRMAN PRETLOW:  Assemblywoman 

 3           Giglio.

 4                  MR. RUBIO:  He's right.

 5                  (Laughter.)

 6                  ASSEMBLYWOMAN GIGLIO:  So I agree with 

 7           Tier 6 also.  It definitely needs a fix.  I 

 8           mean, it's long -- and when you talk about 

 9           mental health issues of students, I have 

10           spoken to teachers that have mental issues 

11           from dealing with students all day, and some 

12           of them being extremely difficult, so -- and 

13           I know that you're managing your teachers and 

14           the people that work for you.  So thank you 

15           for that.

16                  When it comes to community schools and 

17           their success, I'd like you to just talk a 

18           little bit about that -- because we talked 

19           earlier about the graduation rates in 

20           New York City being 83 percent -- and whether 

21           or not the community schools you think would 

22           be instrumental in raising that rate of 

23           graduation.

24                  MR. RUBIO:  The answer is simple:  


                                                                   378

 1           Yes.  I mean, it's in our testimony.  It is 

 2           game-changing for any community to have, to 

 3           be a hub and provide those services to 

 4           children.  

 5                  But I'll give some of my time to my 

 6           colleague.

 7                  MS. GALLAGHER:  Absolutely yes, the 

 8           same thing.  We have so many communities -- 

 9           we'll just take Schenectady, in the 

10           Capital Area, where they're pulling in those 

11           services from the community right into the 

12           school to save instructional time.  

13                  But more importantly, we also have to 

14           look at how the funding for community schools 

15           is also provided.  Right now some of it is 

16           taken out of the Foundation Aid set-asides.  

17           So, you know, we want more community schools.

18                  ASSEMBLYWOMAN GIGLIO:  But at least 

19           it's transparent as to how they're spending 

20           the money.

21                  MS. GALLAGHER:  Yes.

22                  MR. RUBIO:  Yeah, and it answers the 

23           need of our mental health services.  Our 

24           families on their own can't find them.  And 


                                                                   379

 1           it's not just the student, but it's also 

 2           services to the family holistically.  You 

 3           know, healing the child and the family.  

 4           Unless you're meeting those needs, they're 

 5           not going to learn algebra.  It's going to be 

 6           very hard to read.

 7                  So I think that would be a 

 8           game-changer, absolutely.

 9                  MR. MULGREW:  It was not the function 

10           of the school originally to be the social 

11           safety net for every community, but that's 

12           what it has become.  It's just factually 

13           true.  Schools are being asked to solve with 

14           every issue that all the families in the 

15           community are dealing with.  I know that we 

16           spend millions and -- tens of millions or 

17           hundreds of millions of dollars on the social 

18           safety net, but in the end, you know you're 

19           going to get more bang for your buck at the 

20           school itself.  So that clearly will help.  

21                  But when it comes to the graduation 

22           rates, one of the other things that was 

23           spoken about quite a bit here today is 

24           New York City's graduation rate is at 


                                                                   380

 1           83 percent -- but of the 100,000 students in 

 2           CTE programs, it's at 91 percent.  

 3                  So the answer is there.  So let's just 

 4           get moving towards it.  Because what -- if 

 5           you take the 100,000 students in CTE that are 

 6           at 91 percent, what would happen to the 

 7           graduation rate then?  So that's what's 

 8           pulling it up.  So we know what works.  Let's 

 9           get to it.  Let's come up with a better way 

10           to help support that work.

11                  MR. RUBIO:  There's over a hundred 

12           years of educators here at the table.  The 

13           secret to school success is really not a 

14           secret.  It's really not a secret.  It's 

15           about aligning those resources.

16                  Melinda?

17                  MS. PERSON:  I would just end with 

18           every dollar you invest in community schools 

19           brings a $6 return on investment.  This is 

20           well-researched, it has been proven.  We're 

21           asking in our testimony for a hundred million 

22           dollar investment so that we can double the 

23           number of community schools in the state.  

24           And we think it is going to turn the state 


                                                                   381

 1           around.

 2                  ASSEMBLYWOMAN GIGLIO:  That's 

 3           wonderful.  Thank you all.

 4                  MS. PERSON:  Thank you.

 5                  CHAIRMAN PRETLOW:  Assemblywoman 

 6           Jackson.

 7                  ASSEMBLYWOMAN JACKSON:  Yes, leave it 

 8           to the social worker.

 9                  Let me say this.  I'm going to 

10           plus-one on the CTE schools, because that's 

11           exactly where I was a social worker at.  And 

12           our graduation rate was at a 98 percent.  And 

13           it's only because one student didn't pass -- 

14           I mean, didn't graduate within the -- by 

15           June, graduated later on.

16                  So we will do everything that we have 

17           to do to make sure we include more money in 

18           the budget for CTE, for community schools, 

19           for teacher centers -- all of that works. 

20                  But I have to say this.  My favorite 

21           teacher is my mom.  She's a teacher out in 

22           Brooklyn.  Teacher's Choice reimbursement is 

23           $250.  She's already spent $350.  What are 

24           your thoughts on a tax credit for 


                                                                   382

 1           professionals who buy school supplies?

 2                  MR. MULGREW:  I think it's a 

 3           phenomenal idea.

 4                  ASSEMBLYWOMAN JACKSON:  Okay.

 5                  MR. MULGREW:  Okay?  And let's -- and 

 6           you -- I mean, the teachers will spend 

 7           more -- and it's not just teachers.  Last 

 8           year -- and I thank you for making available 

 9           to City of New York billions of dollars for 

10           the migrant crisis, but for some reason 

11           teachers had to keep buying food, clothing 

12           and everything else for the migrants.  I 

13           don't know why New York City did not try to 

14           implement those funds in an appropriate way.

15                  I should stop on that now.

16                  (Laughter; overtalk.)

17                  MR. RUBIO:  My wife's a teacher.  The 

18           answer is absolutely yes.

19                  ASSEMBLYWOMAN JACKSON:  So the answer 

20           is yes.

21                  MR. RUBIO:  She spends more than $300, 

22           but yes.

23                  ASSEMBLYWOMAN JACKSON:  Exactly.

24                  MR. MULGREW:  Yes, but a state tax 


                                                                   383

 1           credit would clearly be something -- and it 

 2           is part of -- Melinda wants to talk to this.  

 3           It's clearly something we're saying we need 

 4           to look at.  

 5                  And it also -- you have to remember 

 6           once you do it for a couple of years, we will 

 7           be able to see how many teachers across the 

 8           state are actually participating in that.

 9                  MS. GALLAGHER:  And I would be remiss 

10           if I didn't say also I love the way that you 

11           word it, all educators.  Because certainly 

12           our building principals, when all those kids 

13           come in --

14                  ASSEMBLYWOMAN JACKSON:  Social 

15           workers, I think we got 150 back, but we 

16           definitely spent way more than that.

17                  And just on the topic of social 

18           workers, what are your thoughts on removing 

19           the license to -- removing the exam for 

20           social workers to be licensed?  Would that 

21           create more social workers in the system?  

22           Are you guys opposed or --

23                  MR. MULGREW:  We are talking -- we're 

24           going to let our social workers define our 


                                                                   384

 1           final position.  

 2                  But I do understand that New York 

 3           State has this test that has clearly become 

 4           an impediment in terms of us raising the 

 5           number of social workers we would have access 

 6           to.  And that's -- until our social workers 

 7           come to us with their final position, that's 

 8           where we're at.

 9                  MS. PERSON:  Agreed.  Same.

10                  MR. RUBIO:  Don't know enough about 

11           it, but you asked a question earlier, 

12           Assemblywoman, about the adequate number of 

13           social workers.  We need significantly more.

14                  I know as a high school principal 

15           alone -- very quickly, in 20 seconds, I 

16           inherited a school with 2,000 kids, a high 

17           school with a 62 percent graduation rate.  

18           One of the first things I did, I had guidance 

19           counselors with a caseload of over 600 and I 

20           gave them 250 kids and I had one and a half 

21           social workers that I shared, and that 

22           alone -- if you can't take care of their 

23           needs, they're not going to learn algebra, 

24           social studies, global studies.


                                                                   385

 1                  My -- when I left that school, it was 

 2           at 89 percent graduation rate.

 3                  ASSEMBLYWOMAN JACKSON:  Thank you.

 4                  CHAIRMAN PRETLOW:  Thank you.

 5                  Assemblymember Maher.

 6                  ASSEMBLYMAN MAHER:  Thank you.

 7                  So I really enjoyed especially the 

 8           candor.  It's been a lot of fun to hear some 

 9           of your responses.  It's been educational, 

10           too, for me.

11                  I'm new to the Education Committee, 

12           but not new obviously to the process and 

13           having children and being, you know, the 

14           family member of a mother and brothers and my 

15           wife, who are all teachers.

16                  (Overtalk.)

17                  MR. MULGREW:  That must have been 

18           interesting.

19                  ASSEMBLYMAN MAHER:  No, it's -- a lot 

20           of them.  Most of my family's teachers.

21                  So one area that I think we can be a 

22           little creative, speaking about CTE, I'm a 

23           former village mayor and a former town 

24           supervisor, and one thing we did was we 


                                                                   386

 1           identified a lot of our municipal-owned 

 2           properties that are vacant.  And I've seen a 

 3           lot of collaborations with cities and towns 

 4           and school districts and/or nonprofits to 

 5           donate a building for a dollar, now they 

 6           don't have to have the maintenance costs, and 

 7           it saves districts money on different 

 8           projects.

 9                  And I know in upstate New York a lot 

10           of our challenges with BOCES, and even 

11           students' participation, is the 

12           transportation to and from the BOCES Center.  

13                  So has there been discussions of 

14           utilizing some of these municipal-owned 

15           properties, or school-owned properties, in a 

16           way that doesn't compete with BOCES but 

17           supplants the efforts?

18                  MS. PERSON:  I have not heard about 

19           those discussions yet, but I would definitely 

20           be interested in entertaining them.

21                  I know BOCES are getting increasingly 

22           creative about sites.  BOCES programs are 

23           actually locating themselves within school 

24           districts now, when their space allows.  But 


                                                                   387

 1           the process by which BOCES get capital 

 2           projects approved is labor-intensive, and so 

 3           there are some things that we could do in 

 4           that regard as well as to make sure that they 

 5           have access to the facilities that they need.

 6                  MS. GALLAGHER:  We recently -- not a 

 7           discussion that I've heard.  However, it was 

 8           prevalent when we were talking about 

 9           expanding districts in universal pre-K when 

10           they were talking about collaborations with 

11           daycares and trying to find that fit.

12                  ASSEMBLYMAN MAHER:  Yeah, that's the 

13           biggest issue.  There's not real universal 

14           pre-K because there's just not enough seats 

15           to go around and use the funding.

16                  MR. RUBIO:  I was just going to say I 

17           have had conversations with the department in 

18           the city around -- and City Council folks 

19           about identifying properties in neighborhoods 

20           where we need schools, and repurposing 

21           buildings as well.  I think it's an important 

22           thing that we can do.

23                  We're having office space that's 

24           getting freed up in New York City.  We have 


                                                                   388

 1           high schools that are in office buildings 

 2           already, and taking that space to create 

 3           schools and lower class size.  So those are 

 4           all things that I think I've had 

 5           conversations with the administration about.

 6                  ASSEMBLYMAN MAHER:  Maybe coming from 

 7           all of you in your leadership positions, 

 8           having some municipalities and even school 

 9           districts do an inventory of buildings that 

10           are vacant and could be reused to start might 

11           be something that would be worth exploring.

12                  The last thing I'll say is I'd love to 

13           get your opinion, as someone who graduated 

14           public school, a very huge advocate for 

15           public schools -- but I also sympathize and 

16           support a lot of our parents who choose to 

17           homeschool their children.  And I know the 

18           letter of substantial equivalency can be an 

19           issue when school districts do not allow it, 

20           and it could impact kids getting the funding 

21           for college and a variety of other issues.

22                  Where do you guys stand on that letter 

23           of equivalency?

24                  MR. MULGREW:  We're going to get 


                                                                   389

 1           ding-donged, but --

 2                  (Timer chiming; laughter.)

 3                  MS. GALLAGHER:  To be continued.

 4                  MR. MULGREW:  What the process would 

 5           go right now at SED for that is where that 

 6           should be interjected -- 

 7                  ASSEMBLYMAN MAHER:  Thank you.

 8                  CHAIRMAN PRETLOW:  Thank you.  Thank 

 9           you very much.

10                  There are no other legislators wishing 

11           to ask questions, so this is your dismissal.

12                  MR. MULGREW:  Thank you very much.

13                  CHAIRMAN PRETLOW:  You are the 

14           guardians of our future.  Keep up the good 

15           work.  Thank you for all that you do.

16                  Panel B:  Conference of Big 5 School 

17           Districts; Buffalo Public Schools; Rochester 

18           City School District; Syracuse City School 

19           District; Yonkers Public Schools; Mount 

20           Vernon Public Schools; City School District 

21           of Albany; and Utica Public Schools.

22                  (Off the record.)

23                  CHAIRMAN PRETLOW:  (Mic off.)

24                  -- Buffalo's not here.  Is that the 


                                                                   390

 1           case?

 2                  MS. PYLE:  Buffalo was here.  They had 

 3           a pressing matter in the district, and 

 4           thought they'd be on earlier, so she had to 

 5           leave just a bit ago.  She did submit written 

 6           testimony.

 7                  CHAIRMAN PRETLOW:  All right.

 8                  So do we have any specific order that 

 9           we're going to do this?

10                  MS. PYLE:  We're alphabetical by 

11           district, the Big 5 and then our affiliate 

12           districts, if that's okay with you.

13                  CHAIRMAN PRETLOW:  Okay, the Big 5 and 

14           then the Little 2 that you added on there.

15                  (Laughter.)

16                  CHAIRMAN PRETLOW:  I know how that 

17           works.

18                  MS. PYLE:  It will be like the 

19           Little 3.

20                  CHAIRMAN PRETLOW:  That's the 

21           Little 3.  You picked up Albany now, right?  

22           So you've got Albany, Mount Vernon, and 

23           Utica, is that how it goes?

24                  MS. PYLE:  Correct.  Correct.  We're 


                                                                   391

 1           all here.

 2                  CHAIRMAN PRETLOW:  The Big 5 and the 

 3           Little 3.  All right, Jennifer, you -- oh.  

 4           Before we start the clock, can everyone 

 5           identify themselves?

 6                  MS. PYLE:  Sure.  Jennifer Pyle, 

 7           executive director of the Conference of Big 5 

 8           School Districts.

 9                  ROCHESTER SUPT. STRICKLAND:  Good 

10           afternoon, Demario Strickland, interim 

11           superintendent of the Rochester City School 

12           District.

13                  SYRACUSE SUPT. DAVIS:  Anthony Davis, 

14           superintendent of Syracuse City School 

15           District.

16                  YONKERS SUPT. SOLER:  Anibal Soler, 

17           superintendent, Yonkers Public Schools.

18                  ALBANY SUPT. HOCHREITER:  Joseph 

19           Hochreiter, superintendent in Albany and 

20           founding member of the Big 5.

21                  (Laughter.)

22                  MOUNT VERNON ACTING SUPT. SMITH:  Good 

23           afternoon.  I'm Dr. K. Veronica Smith, acting 

24           superintendent of Mount Vernon City School 


                                                                   392

 1           District.

 2                  UTICA SUPERINTENDENT SPENCE:  Good 

 3           afternoon.  Dr. Christopher Spence, 

 4           superintendent of Utica City School District.

 5                  CHAIRMAN PRETLOW:  Welcome all.

 6                  MOUNT VERNON ACTING SUPT. SMITH:  

 7           Thank you.

 8                  MS. PYLE:  So good afternoon, folks.  

 9           As I just said, I'm Jennifer Pyle.  I serve 

10           as executive director of the Conference of 

11           Big 5 School Districts, representing Buffalo, 

12           New York City, Rochester, Syracuse, Yonkers, 

13           Albany, Mount Vernon, and Utica city school 

14           districts. 

15                  Thank you for providing us with the 

16           opportunity to testify before you today, and 

17           for your unwavering commitment to meeting the 

18           needs of the urban school districts in 

19           New York State.

20                  We're pleased that the Executive 

21           Budget draws upon the Rockefeller Institute 

22           of Government's recommendations and proposes 

23           adjustments to the existing Foundation Aid 

24           formula that would update the poverty 


                                                                   393

 1           measures embedded so that they more 

 2           accurately reflect current demographics in 

 3           our communities.  This is a good start.

 4                  However, it's imperative that the 

 5           state thoughtfully consider all of the 

 6           Rockefeller Institute's far-reaching and 

 7           comprehensive recommendations and commit to a 

 8           Foundation Aid formula that is transparent, 

 9           predictable, and distributes funding in an 

10           equitable manner reflective of unique student 

11           needs.

12                  In particular, we urge you to make 

13           adjustments to the formula's Regional Cost 

14           Index to ensure it adequately reflects 

15           variations in the cost of delivering services 

16           in different parts of the state.

17                  In addition, the state must recognize 

18           that resource allocation decisions are best 

19           managed by experienced educators at the local 

20           level.  The Rockefeller Institute recommended 

21           elimination of the set-aside requirements, 

22           and we urge you to take action to afford 

23           school districts the ability to target 

24           funding where it is most needed.


                                                                   394

 1                  Lastly, we appreciate the Executive's 

 2           proposed maintenance of full funding of 

 3           expense-based aids.  However, we strongly 

 4           oppose the November database freeze.

 5                  All of our school districts remain 

 6           deeply concerned about our students' mental 

 7           health and are well aware of the dangers of 

 8           excessive cellphone use.  We appreciate the 

 9           Governor's focus on this important topic.  

10                  However, we're very concerned that a 

11           one-size-fits-all approach could prove 

12           challenging for a plethora of reasons, 

13           including the climate of fear that's been 

14           brought on by actions taken at the federal 

15           level in communities, including ours, across 

16           the state.

17                  We are already hearing firsthand that 

18           children are expressing fears about having no 

19           easy way to keep in touch with their families 

20           during the school day.  They're deeply 

21           concerned that their parents will not be 

22           there when they return home at the end of the 

23           day.  And again, we recognize that these are 

24           issues that would have to be managed, and you 


                                                                   395

 1           can't have students on their phones all day.  

 2           But again, these are situations where we 

 3           would know what to do, what's appropriate, 

 4           what's not appropriate.

 5                  We also question the need for 

 6           additional reporting, and we strongly believe 

 7           that all children must be provided with 

 8           robust media literacy education.

 9                  CHAIRMAN PRETLOW:  Thank you, 

10           Ms. Pyle.

11                  MS. PYLE:  Thank you.

12                  ROCHESTER SUPT. STRICKLAND:  So great 

13           afternoon again.  I am Dr. Demario 

14           Strickland, interim superintendent of the 

15           Rochester City School District.

16                  I want to extend a special thank you 

17           to the chairs of this committee, the 

18           Rochester delegation, and the entire 

19           Legislature.  I am grateful for your 

20           unwavering commitment to meeting the unique 

21           needs of our district.

22                  This year the district launched Invest 

23           in Tomorrow, a comprehensive school 

24           reconfiguration plan designed to enhance 


                                                                   396

 1           learning and extracurricular opportunities 

 2           for students with highly qualified staff and 

 3           diverse programming.  This initiative aims to 

 4           meet the varied interests of our students 

 5           while addressing the enrollment decline we 

 6           have experienced for over a decade.

 7                  Additionally, we are excited to embark 

 8           on phase 3 of the facilities modernization 

 9           program.  This multi-million-dollar 

10           initiative will deliver modernized 

11           state-of-the-art facilities for our students 

12           and staff.

13                  Rochester is one of the districts with 

14           the highest needs in New York State, and the 

15           following are several key policies that the 

16           Board of Education and I have outlined for 

17           this year.  We are grateful that the 

18           Executive Budget reflects an increase in our 

19           Foundation Aid allocation.  As you are aware, 

20           the funds are used to effectively address the 

21           unique needs of students, particularly those 

22           with special programming.  This adjustment 

23           will ensure that educational resources are 

24           allocated appropriately, fostering a more 


                                                                   397

 1           inclusive and supportive learning 

 2           environment.  

 3                  Additionally, these funds will support 

 4           professional development for our educators in 

 5           implementing research-based reading 

 6           strategies.

 7                  We implore you to place a moratorium 

 8           on adding charter schools and expanding 

 9           current schools.  Currently, 29 percent of 

10           public school students in the City of 

11           Rochester attend charter schools.  This year 

12           we will pay more than $141 million in charter 

13           school tuition.  Furthermore, this 

14           proportionate number of special-needs and ELL 

15           students our district serves contributes to 

16           higher costs associated with their education.  

17                  It is important to highlight that this 

18           situation creates an uneven playing field.  

19           This inequity requires immediate attention to 

20           ensure a fair and sustainable education 

21           system for all students.  We request that you 

22           limit charter school saturation in urban 

23           centers and designate the New York State 

24           Board of Regents as the sole 


                                                                   398

 1           charter-authorizing entity.

 2                  In the coming years, we must enhance 

 3           and expand our technological resources and 

 4           formally request another round of funding 

 5           through the Smart Schools Bond Act. 

 6                  And finally, we also request the 

 7           expansion of specialized aid and career and 

 8           technical education.  The funding cap of 3900 

 9           per student requires an increase.

10                  CHAIRMAN PRETLOW:  Thank you, 

11           Mr. Strickland.

12                  SYRACUSE SUPT. DAVIS:  Good afternoon.  

13           I'm Anthony Davis, the superintendent of 

14           Syracuse City School District, and I would 

15           like to thank you for allowing me the 

16           opportunity to be here today to discuss the 

17           Executive Budget from the perspective of the 

18           Big 5 -- more specifically, students in 

19           Syracuse.

20                  We are thankful that the Governor has 

21           taken into consideration the Rockefeller 

22           report on the Foundation Aid formula and has 

23           incorporated some of the recommendations 

24           changing the allocation of funding for 


                                                                   399

 1           Syracuse that has benefited our district.  

 2           This change has had a positive effect on 

 3           funding, but we recognize that there are more 

 4           changes that are needed in order for this 

 5           formula to be equitable for our school 

 6           districts and students in New York State.

 7                  We have over 20 percent of our 

 8           students in need of special education 

 9           services, and another 20 percent that are 

10           English language learners in our district.  

11           So further revisions are needed to be made to 

12           be equitable for our students in our 

13           district.

14                  Due to the expiration of federal 

15           stimulus funding through sources like ARPA, 

16           we will need continued state aid increases in 

17           funding to adequately address the academic, 

18           social-emotional and technological needs of 

19           our students.  Post-COVID our district has 

20           experienced a dramatic change in the needs of 

21           our students and families.  Our schools are 

22           looked upon by our community as a safe place 

23           to go for assistance, and we have an 

24           obligation to do all we can to assist them.  


                                                                   400

 1                  Whether it's through community 

 2           schools, after-school and summer school 

 3           programming, our partnerships with mental 

 4           health providers are things that we 

 5           concentrate on constantly.

 6                  As you may know, Syracuse continues to 

 7           be the poorest -- one of the poorest 

 8           communities in the state.  In fact, on recent 

 9           Census data, Syracuse's child poverty rate is 

10           one of the highest in the nation.

11                  We strongly believe that education is 

12           the way to break this cycle of generational 

13           poverty, but we need students to be in school 

14           in order for them to excel.  We request that 

15           additional funding is allocated to districts 

16           that are experiencing chronic absenteeism, 

17           which is an issue facing many of our schools 

18           today.

19                  As our district embarks on the first 

20           regional STEAM high school in the state, with 

21           a cohort of ninth-grade students in September 

22           of 2025, Special Services Aid and additional 

23           Career and Technical Education funding must 

24           be allocated in our education funding.  We 


                                                                   401

 1           have expanded our CTE programs to over 30, 

 2           and are even implementing exploratory 

 3           programs in our middle schools so that our 

 4           students have opportunities when these 

 5           opportunities come to fruition in Central 

 6           New York.  A state aid formula that excludes 

 7           ninth-graders in the calculation needs to be 

 8           evaluated and adjusted.

 9                  Finally I'd just like to touch base on 

10           reading intervention initiatives, as the 

11           Governor has continued to champion a focus on 

12           literacy.

13                  CHAIRMAN PRETLOW:  Thank you, 

14           Mr. Davis.

15                  YONKERS SUPT. SOLER:  Good afternoon, 

16           Chairpersons Krueger, Pretlow, Mayer, 

17           Benedetto, distinguished members of the 

18           committees, and of course the Yonkers state 

19           delegation.

20                  My name is Anibal Soler, Jr., and I'm 

21           the proud superintendent of Yonkers Public 

22           Schools.  I thank you for the opportunity to 

23           speak on behalf of the 24,000 students that I 

24           proudly serve.


                                                                   402

 1                  Before I begin, I want to extend my 

 2           heartfelt gratitude to the Yonkers state 

 3           delegation for their continued advocacy and 

 4           support over the many years.  Your collective 

 5           efforts have laid the foundation for what has 

 6           become a remarkable story of progress.

 7                  My message today, though, is simple:  

 8           Protect our progress, protect the investment, 

 9           protect Yonkers Public Schools.

10                  I may be new to Yonkers Public 

11           Schools, but this isn't a new problem.  Year 

12           after year, Yonkers comes here with the same 

13           issue.  This isn't about failed leadership, 

14           it's just about having the vision to fix a 

15           flawed funding formula.  We are New York's 

16           third largest school system and are the only 

17           one in the Big 5 graduating students at a 

18           90 percent rate, an accomplishment everyone 

19           should be proud of across the state, an 

20           accomplishment we must protect.

21                  However, today I'm here to sound the 

22           alarm.  This progress in investment is at a 

23           significant risk -- we're facing a 

24           $68 million budget structural gap, a 


                                                                   403

 1           structural deficit which we simply cannot 

 2           solve on our own.  We have minimal reserves 

 3           and using them entirely to close this gap 

 4           would be reckless.

 5                  Last year we made tough decisions -- 

 6           we eliminated a hundred positions, and we 

 7           closed two schools.  Now we're seeing the 

 8           impact of that across our classrooms in the 

 9           quality of education we are providing.  An 

10           example is that our current ratio of 

11           counselor to students is one to every 500.

12                  If we're forced to cut further, the 

13           results will be devastating, including 

14           additional reductions to staff, rightsizing 

15           the school system, the elimination of 

16           after-school programs and potentially 

17           athletics, limited access to technology.  

18           These cuts would jeopardize the graduation 

19           rate that we've worked so hard to achieve.

20                  The funding formula simply does not 

21           work for Yonkers.  While Buffalo, Rochester, 

22           Syracuse have most of their costs covered by 

23           the state, Yonkers has relied on local 

24           taxpayers contributing over $498 million over 


                                                                   404

 1           the past 13 years.  The Foundation Aid 

 2           formula penalizes Yonkers due to high 

 3           property values in Westchester County, with 

 4           our costs, similar to New York City's, far 

 5           exceeding our funding.

 6                  Adjusting the Regional Cost Index 

 7           would bring an additional $22 million to our 

 8           district.  

 9                  Adding to our challenges are unfunded 

10           mandates like the Heat Index Bill and 

11           proposed policies like the statewide 

12           cellphone ban.  This is about fairness, and 

13           Yonkers sets the standard for what's possible 

14           in a diverse urban community.  Our students 

15           deserve to have the same funding 

16           opportunities as their peers.

17                  I urge you to address the gap and 

18           protect Yonkers Public Schools.  Fix the 

19           funding formula and fund a learning 

20           environment that doesn't bankrupt our 

21           students from an educational experience like 

22           many of the districts that surround us in 

23           Westchester County.  Let us fund a school 

24           experience for our students that we all can 


                                                                   405

 1           be proud of.

 2                  ALBANY SUPT. HOCHREITER:  Good 

 3           afternoon.  I'm Joseph Hochreiter, 

 4           superintendent of the City School District of 

 5           Albany.  And thank you for allowing us to 

 6           share our budget priorities.

 7                  The State of New York has made 

 8           significant progress in recent years, 

 9           delivering fiscal equity for students, 

10           families and taxpayers in high-needs school 

11           districts, including Albany.  In our school 

12           district, the fulfilled promise to fully fund 

13           Foundation Aid for all New York districts by 

14           the '23-'24 school year closed an annual 

15           shortfall of more than 26 million here in 

16           Albany.

17                  As one of New York's urban school 

18           districts that for years was underfunded and 

19           under-resourced, as a result we relied on our 

20           taxpayers due to these funding inequities and 

21           are grateful that we are able to reach a 

22           newly level playing field.  

23                  We continue to be grateful for the 

24           state's commitment to equity and your 


                                                                   406

 1           recognition of our community's unique needs.  

 2           This is reflected in the recommendations 

 3           brought forward last month by the 

 4           Rockefeller Institute of Government to retool 

 5           the state's funding formula, and in the 

 6           Executive Budget that the Governor recently 

 7           proposed.

 8                  In particular, we're heartened by the 

 9           Rockefeller's recommendations to modernize 

10           poverty measures, take into account 

11           cost-of-living differences across the state, 

12           support school districts with large and 

13           growing enrollments of English language 

14           learners, and change the formula to remove 

15           elements better treated as categorical aids, 

16           such as funding for students with 

17           disabilities.

18                  We applaud the Governor for reflecting 

19           this commitment in her budget proposal as 

20           well as her plan to maintain the important 

21           hold-harmless process for school districts.  

22                  It's clear that the thoughtful and 

23           inclusive process in which the state is 

24           engaged brought New York significantly closer 


                                                                   407

 1           to fair and equitable school funding.  We ask 

 2           that you maintain this focus on funding 

 3           equity and the unique needs of individual 

 4           school districts and communities as you plan 

 5           to support the needs of all students in 

 6           New York.

 7                  With these fundamentals in mind, our 

 8           school district has identified the following 

 9           priorities.  We ask that you continue to 

10           identify and address the unique challenges of 

11           individual school districts.  Right here in 

12           the state's capital city, those challenges 

13           include 63 percent of our property is 

14           tax-exempt; one in three children live in 

15           poverty; and the oversaturation of charter 

16           schools in Albany is among the highest.

17                  We also are a federally designated 

18           resettlement city, a fact in which we take 

19           great pride.  Our enrollment of English 

20           language learners has grown more than 

21           35 percent last year and comprises 20 percent 

22           of our total enrollment.

23                  We continue to advocate for funding 

24           for pre-kindergarten.  This is especially 


                                                                   408

 1           important in high-needs districts like ours 

 2           who were early implementers of full-day pre-K 

 3           but hampered by an outdated formula.

 4                  We know you're aware of the ominous 

 5           statistics of the future of teaching in 

 6           New York.  We salute the meaningful steps the 

 7           state has taken to address these looming 

 8           changes.  We urge you to continue to develop 

 9           new pathways that will break through barriers 

10           that make it difficult for school districts 

11           to create and sustain "grow your own" 

12           programs.  Thank you.

13                  CHAIRMAN PRETLOW:  Thank you.

14                  MOUNT VERNON ACTING SUPT. SMITH:  Good 

15           afternoon.  Thank you, honorable members of 

16           the New York State Legislature for providing 

17           us an opportunity to provide testimony.

18                  I want to take the opportunity to 

19           thank the chairs of these committees and the 

20           entire Legislature, but I want to 

21           specifically thank Gary Pretlow and Shelley 

22           Mayer for all the support that they've 

23           provided to the Mount Vernon City School 

24           District.  And I look forward to meeting with 


                                                                   409

 1           you on Friday.

 2                  As the acting superintendent for 

 3           Mount Vernon City School District, I 

 4           appreciate the opportunity to address you and 

 5           discuss our priorities for the Executive 

 6           Budget and its impact on our district.

 7                  In better times, I would love to be 

 8           here talking about Mount Vernon's academic 

 9           achievements and education priorities for the 

10           next school year.  But the current fiscal and 

11           structural state of the district must be put 

12           in the forefront.  While we have numerous 

13           challenges, I will keep this to four major 

14           priorities.

15                  So recently the New York Comptroller 

16           designated Mount Vernon City School District 

17           one of two school districts classified as 

18           being significantly in fiscal distress.  

19           Basically, this is significant because we 

20           have a decline in enrollment coupled with 

21           increased student needs.  So while our 

22           enrollment several years ago used to be about 

23           10,000, it's down to 6,500.  However, the 

24           needs of our students are increasing 


                                                                   410

 1           tremendously.  So this decline represents 

 2           1,577 students, or 19.6 percent during this 

 3           period.  There's a forecast that by 2033, 

 4           we'll have an enrollment of 5,168.

 5                  Because of this declined enrollment 

 6           and because of our fiscal constraints, we 

 7           plan -- while the board voted for us to close 

 8           three schools and we're doing a restructuring 

 9           of our buildings, we are hoping to pull 

10           ourselves out of the hole that we're in and 

11           we believe that we'll have a path forward.  

12           And we want to be able to educate our 

13           students in the same way that -- the 

14           surrounding neighborhoods have wealth, and we 

15           want to be able to give our students 

16           everything that they have.

17                  So although we have this decline, we 

18           still need to educate our students.  Although 

19           we're in fiscal distress, we still need to 

20           educate our students.  Over the last five 

21           years our general-fund costs for 

22           special-needs students have increased from 

23           39 million to 60 million.  This accounts for 

24           over 22 percent of the budget.


                                                                   411

 1                  UTICA SUPERINTENDENT SPENCE:  Good 

 2           afternoon.  This is Dr. Spence of the Utica 

 3           City School District.  It's a pleasure to be 

 4           in your company today, and I'm privileged to 

 5           represent our district.

 6                  So our mission here since we've come 

 7           in is pretty clear.  We're working to enhance 

 8           educational opportunities and enhance 

 9           educational attainment and occupational 

10           attainment.  The challenge is sustainability 

11           for us.  

12                  One of the things that we're focusing 

13           on primarily is our new capital improvement 

14           project for our career and technical 

15           education so we can expand pathways to 

16           higher-wage employment once our students exit 

17           the secondary system.  That new innovative 

18           idea comes with additional costs -- 

19           administrative costs, maintaining the 

20           facilities, et cetera, et cetera.

21                  Additionally, when we look at some of 

22           the other initiatives that we're working to 

23           employ to really provide wraparound services 

24           for our students as they come with diverse 


                                                                   412

 1           challenges and needs, we've extended our 

 2           extended-day learning opportunities.  And so 

 3           far we've done it for half a year with a 

 4           budget of about 3.2 million, which will 

 5           probably be double that and which will 

 6           escalate. 

 7                  So as we're working to address these 

 8           needs and really wrap our arms around these 

 9           children with the different program 

10           attributes, it's the sustainability that 

11           we're concerned about.  Just to run off some 

12           numbers, approximately 82 percent of our 

13           general-fund budget is supported by state 

14           aid, and property taxes make up approximately 

15           12 percent of the revenue.  This limits the 

16           district's opportunity to raise revenue to 

17           support escalating costs associated with 

18           contractual obligations and benefits to 

19           support students.

20                  Foundation Aid accounts for over 

21           75 percent of our state aid package, which 

22           was previously provided to districts to pay 

23           for any and all expenses as the district 

24           deemed necessary.  However, the percentage 


                                                                   413

 1           allocated to the C4E set-aside continues to 

 2           increase, which specifies what the money can 

 3           be used for.  So again, we're working to 

 4           maximize and utilize the budget in ways that 

 5           will provide greater opportunities for our 

 6           students, but we're also thinking about the 

 7           sustainability of the programming that we're 

 8           working to implement.

 9                  In addition to that, we again -- us 

10           being a very diverse district, we have our 

11           ELL students, special-education students, 

12           about 84 percent of the district is 

13           economically disadvantaged.  And when you 

14           stack that classification of students, it 

15           equates with a variety of assets that 

16           students bring, but also challenges in 

17           regards to educating the students as well 

18           because we sometimes need more staff to 

19           address some of the issues that we 

20           experience.  

21                  So again, we are coordinating our 

22           existing resources in a way that will have 

23           the maximum impact, but we're also thinking 

24           about sustainability in the long term.


                                                                   414

 1                  CHAIRMAN PRETLOW:  Thank you.  Thank 

 2           you one and all.

 3                  Assemblyman Magnarelli.

 4                  ASSEMBLYMAN MAGNARELLI:  Hello, 

 5           everyone.  And a couple of people at the 

 6           table I do know.  Mr. Davis, how are you?

 7                  SYRACUSE SUPT. DAVIS:  I'm well, sir, 

 8           how are you?

 9                  ASSEMBLYMAN MAGNARELLI:  Good.  And 

10           thank you.  Thank you all for coming.  I only 

11           get three minutes too.  

12                  The superintendent of Syracuse 

13           understands what I'm about to say because 

14           we've been working together.  Okay?  Chronic 

15           absenteeism is something that affects 

16           everybody across the state.  I'm sure it's 

17           affecting all your school districts as well 

18           as Syracuse, maybe one a little bit more than 

19           the other.

20                  What I've come to see from the few 

21           meetings that we've had with other 

22           stakeholders is that school districts have to 

23           partner with other stakeholders in the 

24           community in order to really make a dent in 


                                                                   415

 1           absenteeism.  Whether it's county social 

 2           services, the police, the district attorney's 

 3           office, there's a lot of people that have to 

 4           be talked to and brought together to the 

 5           table.  Okay?

 6                  I feel also, though, that not only 

 7           with chronic absenteeism -- the same holds 

 8           true for other social services.  Because I 

 9           don't believe that schools are the answer to 

10           all the social ills of our community.  

11                  So what are our school districts doing 

12           to bring those other community partners to 

13           the table?  That's my question.  Anybody can 

14           answer.

15                  SYRACUSE SUPT. DAVIS:  Well, first of 

16           all, thank you.  Thank you for your 

17           partnership, because you've been able to 

18           bring many of the right people to the table 

19           that we've been able to benefit from their 

20           expertise.

21                  And I think we've modeled that in 

22           other areas.  So we're doing a lot of work 

23           with some of the hospitals towards our mental 

24           health services.  So I think we're doing the 


                                                                   416

 1           same model, but we're just doing it in 

 2           different areas of our needs.  So I think 

 3           we've created an environment where people are 

 4           willing to come to the table because they see 

 5           the work that we're trying to do, and we're 

 6           trying to do it as a full community.

 7                  So I think we've had a solid impact on 

 8           how we apply and how we approach some of 

 9           these.

10                  ASSEMBLYMAN MAGNARELLI:  Okay.

11                  YONKERS SUPT. SOLER:  And I know I'm 

12           not Syracuse, but I'd like to add to the 

13           response.

14                  I think you heard from the previous 

15           panel, community schools is a solution to 

16           chronic absenteeism.  It makes the school the 

17           hub for the community.  You embed resources, 

18           health clinics, social/emotional.  You extend 

19           the school day, you go into weekends.  You 

20           provide meals.  Community schools is a 

21           solution that would help address.  

22                  So I would say, you know, we're trying 

23           to do that in Yonkers, that we have three 

24           community schools out of our 40 campuses.  As 


                                                                   417

 1           we relaunch our strategic plan, to me that's 

 2           going to be one of our fundamental pillars, 

 3           is that we launch more community schools.  

 4           You know, schools that are grounded in 

 5           neighborhoods, that have resources in there.  

 6                  Everybody knows how to get to school.  

 7           The issue is can we disrupt the other things 

 8           that take them out of school, like doctor's 

 9           visits, maybe immunizations, things that we 

10           know are inherent barriers to sometimes our 

11           kids coming to schools.  Making sure there's 

12           safe pathways to school, making sure that, 

13           you know, if we have kids go to schools more 

14           in their neighborhoods, we are less likely to 

15           have -- or they're more likely to have a 

16           safer pathway to school.

17                  CHAIRMAN PRETLOW:  Senator?

18                  CHAIRWOMAN KRUEGER:  Thank you.

19                  Senator Shelley Mayer.

20                  SENATOR MAYER:  Well, thank you to all 

21           of you for coming.  Thank you for 

22           highlighting the real challenges of urban 

23           school districts.

24                  First, you know, thank you, Mr. Soler, 


                                                                   418

 1           for your leadership in Yonkers.  And I know 

 2           the leader's not here, but Gary and I also 

 3           represent parts of Yonkers as well as 

 4           Assemblyman Sayegh.

 5                  The Regional Cost Index is something 

 6           that we have pushed to have addressed.  It 

 7           was referenced in the report, but it was 

 8           included in the Governor's proposal.  You 

 9           identified it as bringing $22 million more, 

10           which would be a significant shift 

11           adjustment.  

12                  Without that, and without additional 

13           money, are you suggesting you would have to 

14           lay off staff again, as was the threat last 

15           year?

16                  YONKERS SUPT. SOLER:  Yeah, I think 

17           the challenge -- and you guys know this 

18           better than me, because you've been in 

19           Yonkers longer than I have -- is the 

20           structural deficit.  You know, every time 

21           when the runs come out, our dependence -- you 

22           know, the poverty rates don't work in our 

23           favor, given the county that we are located 

24           in.  


                                                                   419

 1                  So if we don't get additional support 

 2           in some form or fashion, we are looking right 

 3           now currently, with the runs that were given 

 4           by the Governor's office, at a $68 million 

 5           structural gap.  We could use some of our 

 6           reserves, but I will be clear to say we used 

 7           the reserves last year, 40 million of it, to 

 8           help cover the gap, which only leaves us 

 9           30 million left.  And so when you look at our 

10           reserves in comparison to similar-sized 

11           school systems, we are very much at the bare 

12           end of it. 

13                  And if we use it, we could cut it in 

14           half, but next year the challenge is even 

15           greater.

16                  SENATOR MAYER:  Yeah, I understand 

17           very well.  We -- the Governor does propose 

18           to change the poverty measures and not use 

19           the old poverty measures.  And that does have 

20           an impact on Yonkers which, even under her 

21           proposal, does increase.  And I spoke to the 

22           mayor about that.

23                  I did want to ask Dr. Smith about we 

24           know Mount Vernon -- thank you for your 


                                                                   420

 1           acknowledgement -- has really severe 

 2           challenges this coming year.  What is 

 3           necessary in order to get Mount Vernon onto 

 4           firmer footing?  

 5                  And are you supportive of having a 

 6           fiscal monitor?  I don't know if you were 

 7           here when we asked Commissioner Rosa about 

 8           that.  And I think there is openness to 

 9           proposing a fiscal monitor for Mount Vernon.

10                  How do you feel about that?

11                  MOUNT VERNON ACTING SUPT. SMITH:  I'm 

12           very open to having a fiscal monitor.  You 

13           know, we've had challenges.  You know, I'm 

14           sitting in this seat because of what appears 

15           to be mismanagement of grants.

16                  But our problem is -- there's many.  

17           We have transportation that went up to 

18           19 million from 12.  We've had our fiscal 

19           structure that we're worrying about.  You 

20           know that at the beginning of the school year 

21           we had a ceiling that collapsed in the 

22           building --

23                  SENATOR MAYER:  Yes.

24                  MOUNT VERNON ACTING SUPT. SMITH:  -- 


                                                                   421

 1           and we had to delay school opening.

 2                  Having a monitor to me will be good.  

 3           I'm the acting superintendent, and I think 

 4           that it would be extremely helpful to have a 

 5           fiscal monitor.

 6                  SENATOR MAYER:  Thank you.  Good to 

 7           know that.  Thank you very much.

 8                  CHAIRMAN PRETLOW:  Assemblyman Maher.

 9                  ASSEMBLYMAN MAHER:  Thank you, 

10           everybody.  Thank you so much for being here.  

11           And I definitely can see that a lot of your 

12           concerns are geared towards providing 

13           funding.  It's important to a lot of the work 

14           that you're doing, and you're doing some 

15           great work.  And we all appreciate that.

16                  When it comes to the formula in 

17           Foundation Aid, I think you're going to see a 

18           bipartisan support, as you've seen over the 

19           years, understanding, really understanding 

20           and listening to all of you, the concerns.  

21           Hopefully we'll be able to get to a place 

22           where the Governor can come along and we can 

23           make that better.  

24                  However, most of the school districts 


                                                                   422

 1           that I have talked to north of New York City 

 2           are talking about an issue that I really 

 3           don't even want to bring up, but it's that 

 4           big of an issue.  With all the funding 

 5           challenges that you have, I'm very curious to 

 6           know if you all agree that we should put a 

 7           pause on the 2027 electric bus mandate that 

 8           you all have to deal with and you all have to 

 9           forecast for and put money towards.  

10                  How are your feelings towards that?  

11           Do you agree that it should at least be a 

12           pause?  And this is coming from someone who 

13           believes electric vehicles is the future, who 

14           absolutely believes that we should limit our 

15           fossil fuels.  We absolutely need to.  But I 

16           have my concerns and believe that we should 

17           study this more and pause it.  How do you 

18           guys feel?

19                  MS. PYLE:  Just -- I'll make a brief 

20           statement, then turn it over.

21                  So we have concerns.  Keep in mind, 

22           though, in most cases we don't -- we own 

23           very, very few buses.  So we contract out for 

24           the lower grades, and for high school most 


                                                                   423

 1           everyone uses municipal buses.  So we've been 

 2           concerned all along about the implications 

 3           for the rates we will pay, which are already 

 4           very, very high.  And frankly upstate there's 

 5           very limited competition.  So again, it's a 

 6           little bit different because we don't own our 

 7           own fleets.

 8                  I'm going to let them jump in.

 9                  UTICA SUPERINTENDENT SPENCE:  I can 

10           just speak to the infrastructure.  You know, 

11           in the City of Utica we don't have the 

12           infrastructure to build a grid to sustain 

13           that.  And, you know, absent eminent domain, 

14           we don't have the ability to find that 

15           property to really build and then, you know, 

16           implement that.  

17                  And then against the -- the costs will 

18           be conferred to the districts.  So again, it 

19           comes down to the rate and sustainability.

20                  ALBANY SUPT. HOCHREITER:  I'll just 

21           add a brief point to what Jennifer mentioned.  

22           We finally in Albany are at pre-COVID bus 

23           rides and numbers through our contractors.  

24           And this year alone, our costs for 


                                                                   424

 1           contracting bus services is up 30 percent.  

 2           So I can only imagine what it will be when 

 3           some of these mandates come into play.

 4                  ASSEMBLYMAN MAHER:  Do we agree that 

 5           we should probably pause it?  That 2027 

 6           deadline is coming up, and you're already 

 7           going to have to spend money to adhere to it.  

 8           Do we agree that a pause probably makes a 

 9           little bit of sense?

10                  MS. PYLE:  That's something that I 

11           think we'll have to have additional 

12           conversations on.  And as far as an 

13           organization, we don't take a position.  And 

14           yes, it's unanimous.  So we will need to have 

15           -- they can certainly give their personal 

16           views, but we have to have a little more 

17           conversation on this.  But we certainly --

18                  ASSEMBLYMAN MAHER:  I appreciate your 

19           candor.  Thank you.  Thank you all.

20                  MS. PYLE:  Thank you.

21                  CHAIRMAN PRETLOW:  Assemblyman Otis?

22                  ASSEMBLYMAN OTIS:  It's great to hear 

23           from all of you, and certainly I'll just 

24           share I've been tracking equity in education 


                                                                   425

 1           funding issues for many, many years, going 

 2           back to a few decades ago when there was 

 3           something called the transition aid cap, 

 4           which generally hurt the Big 5 school 

 5           districts.  One of the worst damaged by that 

 6           was the Rochester School District.  And so 

 7           we're in a new world today with 

 8           Foundation Aid and the funding increases in 

 9           the last few years.

10                  Curious if any of you have this handy; 

11           it would be good to have from you after the 

12           fact.  Where are you trending in the last few 

13           years in terms of how much you're spending 

14           per student?  Because one of the concerns has 

15           been that you're not given the resources to 

16           spend what you need to spend compared to 

17           other districts.

18                  MS. PYLE:  I think folks are saying 

19           they'd like to get back to you with regard to 

20           that data.

21                  While, you know, I think the per-pupil 

22           costs overall you'll see have gone up, that's 

23           been due to contractual obligations because 

24           no one has had the resources apart from the 


                                                                   426

 1           influx of federal funds to increase spending.  

 2           All of our districts face structural 

 3           deficits.  That being said, it's not because 

 4           they're overstaffed or, you know, providing a 

 5           plethora of services that they don't need, 

 6           it's just the matter that the funding is not 

 7           in line with what their expenses are.

 8                  So they've worked very, very hard to 

 9           reduce their staffing through attrition, 

10           retirements, other things so that they're 

11           not, you know, impacting folks negatively.  

12           But there's definitely impact on the 

13           classroom, particularly with the --

14                  (Overtalk.)

15                  ASSEMBLYMAN OTIS:  Just in general, my 

16           perspective is we want you to be able to 

17           spend more per student.  I wasn't looking at 

18           you to reduce, I'm looking for you to spend 

19           more, so ...

20                  ROCHESTER SUPT. STRICKLAND:  No, I was 

21           just going to reiterate that we are spending 

22           a large amount of dollars on our English 

23           language learners and our students with 

24           disabilities.  But in retrospect, what 


                                                                   427

 1           happens is that equity shifts to them and it 

 2           takes away from students that are general 

 3           education.

 4                  So again, we continue to explain that 

 5           we definitely are educating our most needy 

 6           learners.  Not saying that we don't want to 

 7           do -- we educate any baby that comes in front 

 8           of us.  However, the costs that are 

 9           associated with educating those two distinct 

10           student populations are definitely crippling 

11           districts, unfortunately.

12                  MS. PYLE:  And I think all of our 

13           districts are stable or declined with 

14           enrollment.  However, there are more students 

15           that have been classified, and the students 

16           who are classified are requiring much more 

17           robust services.

18                  YONKERS SUPT. SOLER:  Yeah, I would 

19           just, in the last 10 seconds -- students with 

20           needs, high needs, out-of-district placements 

21           is also a big driver of costs.  So as we try 

22           to provide parents their choice and options, 

23           sometimes that's external, that drives our 

24           costs.


                                                                   428

 1                  ASSEMBLYMAN OTIS:  Thank you all.  

 2           Thank you.  You all have very important jobs.  

 3           Thank you for what you do.

 4                  CHAIRMAN PRETLOW:  Thank you.

 5                  Assemblywoman Pheffer Amato.

 6                  ASSEMBLYWOMAN PHEFFER AMATO:  Hi, good 

 7           afternoon.  Thank you all for what you do.  I 

 8           think it's amazing to be the CEO, CFO and 

 9           know everything under the hat for your 

10           districts.

11                  So your testimony, a lot of it's about 

12           funding in the formula.  Let me just ask -- 

13           and I don't know if I heard any of yours as 

14           we talk about recruitment and retention for 

15           teachers, are you short teachers?  Just raise 

16           your hand, how's that?  We'll go a little 

17           quicker.

18                  So the recruitment challenges -- and 

19           let's take Tier 6 out of it, because I can 

20           see all your lips forming and your brains are 

21           saying that -- because we're sort of trained 

22           to say "Tier 6."  

23                  But where else do you find the 

24           challenges?  If you could jump in really 


                                                                   429

 1           candidly.  I'm chair of Government Employees 

 2           and we look at that.  We hear all the time 

 3           that there's a retention but also a 

 4           recruitment issue, that you need specialized 

 5           -- you're sending kids out of the district, 

 6           but you need specialized teachers.  You don't 

 7           have English language learning specialist 

 8           teachers.  

 9                  And what is the challenges you're 

10           having with recruitment?  It's all up to you 

11           now to give me that feedback.

12                  MOUNT VERNON ACTING SUPT. SMITH:  

13           Well, I would like to respond to that.

14                  In Mount Vernon, since we are 

15           surrounded by wealth, many of our school 

16           districts, they were able to pay much more 

17           than we could pay.  Previously we used to 

18           recruit people from New York City because we 

19           paid more than them.  But the Governor 

20           offered them an out, and they now pay more 

21           than us.

22                  So in terms of recruitment, it becomes 

23           very difficult because we can't compete with 

24           our neighboring districts, and we're up now 


                                                                   430

 1           to negotiate, and that's been extremely 

 2           difficult.

 3                  YONKERS SUPT. SOLER:  I would just 

 4           like to add I'd love to see some flexibility 

 5           that you see in the private industry 

 6           regarding microcredentialing.  We know we did 

 7           some exceptions around COVID.  Everyone was 

 8           fine to relax requirements around COVID when 

 9           we needed staff, we needed virtual teachers, 

10           we needed instructors.  I'd love to see a 

11           reintroduction. 

12                  I'd also love, given the uniqueness of 

13           our urban communities, allow us to 

14           microcredential paraprofessionals, teaching 

15           aides, folks we could work with.  Let us 

16           build our own teacher pipelines that could 

17           follow whatever state guidance, but allow us 

18           to do it so we know that when we recruit you, 

19           we train you and hopefully you stay with us, 

20           you get credentialed and we can kind of 

21           expedite the certification process.

22                  But I do know those things are a 

23           little bit more complicated, but --

24                  ASSEMBLYWOMAN PHEFFER AMATO:  So let 


                                                                   431

 1           me stop you there.  So the state is saying 

 2           that they've been really working to have 

 3           recruitment -- you know, advertisements out 

 4           there saying, Take a state job, you know, 

 5           this is a great career path.  Have you seen 

 6           any of that?  Like stating your older -- so 

 7           maybe your high school student is going into 

 8           a college program.  Do you see that around 

 9           the community that it's maybe enticing 

10           someone who might have not thought of a 

11           career as teaching, or para, and that path?

12                  SYRACUSE SUPT. DAVIS:  Somewhat.  What 

13           I was -- fortunately I was here for the 

14           commissioner's testimony, and she spoke to 

15           some of the programs that they've put 

16           together.  And one of the things I think is 

17           huge is for New York State to accept other 

18           certifications coming into the state.  

19                  That's been difficult over the years.  

20           People have experience in other places, but 

21           come here and have a difficult time being 

22           certified.  So that would be of help.

23                  ASSEMBLYWOMAN PHEFFER AMATO:  

24           Terrific, that's great.  Thank you.


                                                                   432

 1                  CHAIRMAN PRETLOW:  Thank you.

 2                  I have a couple of questions.  I 

 3           really don't know where to begin.  I don't 

 4           know if you were here earlier; I'm kind of 

 5           stuck on this charter school issue and the 

 6           adverse effects that charter schools are 

 7           having on schools, especially the two 

 8           districts that I represent who happen to both 

 9           be at this table.

10                  Have any of you calculated the 

11           additional cost per student as generated by 

12           the charter schools?

13                  YONKERS SUPT. SOLER:  Additional cost?

14                  CHAIRMAN PRETLOW:  By that I mean if 

15           you take -- I'll just break it down.  One 

16           child out of your school does not reduce your 

17           overall cost one penny.  But you pay this 

18           charter school X amount of dollars, which 

19           then I'm saying divides that over the 

20           remaining students in your district.  So 

21           there is an additional cost per student.

22                  Has anyone figured that out?

23                  YONKERS SUPT. SOLER:  No, we have not 

24           done that analysis.


                                                                   433

 1                  CHAIRMAN PRETLOW:  Okay, I would kind 

 2           of suggest you do, because I could use it as 

 3           ammunition.  

 4                  Someone told me that Mount Vernon's 

 5           spending $37,000 a student.  Is that true?

 6                  MOUNT VERNON ACTING SUPT. SMITH:  So, 

 7           you know, that's a general sense.  But for 

 8           us, especially for students that go out of 

 9           district, we could pay far more than that.  

10           It depends on the services they require.

11                  If you have someone going to 

12           residential, if you have a special ed 

13           student, that they get transportation, they 

14           get OT, PT, special ed, they get -- we have a 

15           student --

16                  CHAIRMAN PRETLOW:  So Mount Vernon, it 

17           does not have a stellar record as far as 

18           academics in the eyes of the rest of the 

19           world.  I'm not trying to be offensive, but 

20           it's true.  It's paying $37,000 a student, 

21           and you're sending students to a charter 

22           school and the tuition that you pay them is 

23           based on $37,000 you're paying right now, am 

24           I correct?


                                                                   434

 1                  MOUNT VERNON ACTING SUPT. SMITH:  And 

 2           they take our brightest students.

 3                  CHAIRMAN PRETLOW:  Well, I went 

 4           through all of that.  I'm just being -- 

 5           trying to get to the basics.

 6                  So the charter school tuition that you 

 7           pay is based on what your cost per child is, 

 8           which is higher than probably most districts 

 9           in the state.  So that's what I'm trying 

10           to -- I'm trying to address.  That's why I 

11           was asking if you had the cost per student 

12           and why are you paying $37,000 a student when 

13           other districts are paying $24,000 a student.  

14           And when you -- you know, push that out, it's 

15           a big number.

16                  MS. PYLE:  We can circle back to you 

17           with that.

18                  MOUNT VERNON ACTING SUPT. SMITH:  

19           Yeah.

20                  CHAIRMAN PRETLOW:  Okay.  So I have 

21           32 seconds left, and I don't want to ask a 

22           question no one can answer.  I think I'm 

23           meeting with you sometime in the very near 

24           future.  And I have not met with you 


                                                                   435

 1           one-on-one yet.  You're -- welcome home, this 

 2           is your area, I know, your old stomping 

 3           grounds.  But I hear you're doing a good job.

 4                  YONKERS SUPT. SOLER:  Appreciate it.

 5                  CHAIRMAN PRETLOW:  Okay, thank you.

 6                  YONKERS SUPT. SOLER:  We'll be 

 7           reaching out.  We'll be reaching out for the 

 8           one-on-one.

 9                  CHAIRMAN PRETLOW:  All right, please 

10           do.  

11                  All right, thank you.  Thank you, one 

12           and all.  Thank you, Jennifer.

13                  The next panel is Panel C:  New York 

14           State Council of School Superintendents; 

15           New York State School Boards Association; 

16           Association of Business School Officials of 

17           New York; New York State Parent Teacher 

18           Association; the Rural Schools Association of 

19           New York; BOCES of New York State; and 

20           National Parents Union.

21                  Before we start -- and then, before 

22           you start the clock, timekeeper, wherever you 

23           are, can everyone just go and tell real 

24           quickly -- and introduce themselves?  And 


                                                                   436

 1           then -- where are we going to start?  To the 

 2           left, or the right?  

 3                  Okay, that's fine with me.  If you 

 4           don't want to introduce yourselves, you don't 

 5           have to, you can jump right into it.  

 6                  CHAIRWOMAN KRUEGER:  (Inaudible.) 

 7                  CHAIRMAN PRETLOW:  Okay.

 8                  (Laughter.)

 9                  MR. LOWRY:  I'm Robert Lowry, I'm 

10           deputy director of the New York State Council 

11           of School Superintendents.  

12                  MR. BUDELMANN:  I'm Scott Budelmann, 

13           BOCES of New York State.

14                  MS. BELOKOPITSKY:  Hi, I'm Kyle 

15           Belokopitsky, executive director of New York 

16           State Parent Teacher Association. 

17                  MR. CECHNICKI:  Brian Cechnicki, 

18           Association of School Business Officials of 

19           New York.

20                  MR. FESSLER:  Brian Fessler, New York 

21           State School Boards Association.

22                  MR. LITTLE:  Dave Little, I direct the 

23           Rural Schools Association.

24                  MS. BAKER:  Ashara Baker, New York 


                                                                   437

 1           State director of the National Parents Union. 

 2                  CHAIRMAN PRETLOW:  Okay.  Welcome all. 

 3                  MR. LOWRY:  Good afternoon.  I am 

 4           Robert Lowry from the New York State Council 

 5           of School Superintendents.  Thank you for the 

 6           opportunity to testify today and for all your 

 7           past support of our schools.

 8                  Governor Hochul's proposed budget for 

 9           education is a welcome and dramatic 

10           turnaround from a year ago.  The proposed 

11           2 percent minimum Foundation Aid increase 

12           would help 56 percent of the state's 

13           districts, many of which would otherwise see 

14           that aid frozen for the second straight year, 

15           and 80 percent of that aid would go to 

16           average or high need districts.  

17                  Proposed changes to the state sharing 

18           ratio would drive more aid to below-average 

19           wealth districts.  We were impressed by the 

20           report by the Rockefeller Institute on 

21           updating Foundation Aid.  We don't agree with 

22           every one of its recommendations, but it does 

23           an admirable job of illuminating the 

24           strengths and weaknesses of virtually every 


                                                                   438

 1           aspect of the formula.  

 2                  The Governor takes a sensible first 

 3           step by proposing to replace outdated and 

 4           flawed poverty measures.  The Rockefeller 

 5           report also makes a point that we have 

 6           stressed:  Proposed formula changes can't be 

 7           understood in isolation.  We need to evaluate 

 8           combinations of reforms.  We'll all be in a 

 9           better position to evaluate the effects of 

10           possible changes once the entire school aid 

11           database is updated next month, as it is in 

12           every budget cycle.  Efforts to update the 

13           formula should continue, and our submitted 

14           testimony identifies some areas that we would 

15           prioritize.  

16                  The Governor has proposed a new 

17           per-credit funding stream for dual-enrollment 

18           college and high school programs.  Our 

19           members share frustrations about trying to 

20           launch and expand those programs in working 

21           with colleges.  We'll be seeking more 

22           recommendations from them about how to 

23           improve access to those opportunities.  

24                  We also support increasing funding for 


                                                                   439

 1           career and technical education through BOCES 

 2           and special services aid, as your one-house 

 3           budgets in recent years have done.  It's 

 4           another strategy for helping to improve the 

 5           transition from school to whatever comes next 

 6           for young people.  

 7                  Transitioning to an all-zero-emissions 

 8           school bus fleet is a laudable aspiration, 

 9           but the current prescribed timeline cannot be 

10           achieved.  Our submitted testimony includes 

11           recommendations for a more realistic and 

12           reasonable transition that many of the groups 

13           here at this table have endorsed.  

14                  Most districts continue to struggle 

15           with at least some hiring shortages.  Some 

16           desperately need another extension and the 

17           authority to employ retirees without a limit 

18           on earnings.  If necessary to protect 

19           retirement system finances, we would support 

20           requiring employer contributions to continue 

21           on behalf of those retired workers.  

22                  And finally, Governor Hochul has been 

23           right to draw attention to the harmful 

24           effects of excessive online activity upon 


                                                                   440

 1           children and young people, but many school 

 2           districts have already engaged parents, 

 3           staff, and sometimes students to develop 

 4           local policies that are well accepted and 

 5           that are working.  Any state mandate should 

 6           allow discretion so that district 

 7           stakeholders can develop policies that they 

 8           feel will work best for their communities. 

 9                  I'll add that --

10                  CHAIRMAN PRETLOW:  Thank you.

11                  MR. LOWRY:  -- also some of our 

12           members say it's addictive.  Internet use is 

13           not just a school problem, it's a lifelong 

14           problem, and schools have a role to play in 

15           teaching about responsible use.  

16                  CHAIRMAN PRETLOW:  Okay.  Thank you.

17                  MR. LOWRY:  So thank you for your 

18           time. 

19                  MR. FESSLER:  Thanks again.  My name 

20           is Brian Fessler, with the New York State 

21           School Boards Association.  Appreciate the 

22           opportunity to offer reactions to the 

23           Executive Budget on behalf of NYSSBA and the 

24           676 member school boards we serve.


                                                                   441

 1                  NYSSBA's encouraged to see a 

 2           Foundation Aid proposal that returns to 

 3           meaningful funding levels with crucial 

 4           guaranteed minimum increases.  While it's 

 5           important to acknowledge that this proposal 

 6           will not alleviate all budgetary challenges 

 7           for all districts, NYSSBA is appreciative of 

 8           the proposed school aid package.  

 9                  Beyond the dollars itself, replacement 

10           of sorely outdated and imperfect student need 

11           data is consistent with recommendations 

12           NYSSBA has stressed in recent years.  Over 

13           the next few years we encourage lawmakers to 

14           consider continued revisions to the formula, 

15           including how the property tax cap interplays 

16           with Foundation Aid, elimination of 

17           set-asides, and reviewing student-need 

18           weightings, among others.  

19                  We're also strongly supportive of the 

20           Governor's proposal for a truly universal 

21           school meals program.  The benefits will be 

22           wide-ranging, including reliable access to 

23           nutrition for students across all income 

24           levels, reduction in socioeconomic stigma, 


                                                                   442

 1           and a more streamlined administrative process 

 2           for school districts.  

 3                  Also wanted to comment on the 

 4           Governor's proposed ban on student use of 

 5           smart devices.  In numerous conversations 

 6           with the Executive we have consistently 

 7           expressed support for the focus on addressing 

 8           student mental health challenges.  At the 

 9           same time, NYSSBA has stressed that we 

10           believe local districts and BOCES are best 

11           able to reflect the needs and priorities of 

12           their local communities.  

13                  Over the past year, NYSSBA has held 

14           multiple sessions and workshops on the topic 

15           and distributed other supportive materials, 

16           working to ensure that school board members 

17           have all the resources necessary to make 

18           informed local decisions.  While we 

19           acknowledge the proposal attempts to provide 

20           some degree of flexibility in funding, we 

21           continue to believe that any blanket 

22           prohibition on the student use of cellphones 

23           should be determined locally.  

24                  You know, as part of your budget 


                                                                   443

 1           negotiations we request additional items to 

 2           be addressed.  Zero-emission buses, as Bob 

 3           noted -- we appreciate your responsiveness, 

 4           especially over the past year, to the many 

 5           serious transition challenges.  But the fact 

 6           remains that the transition, as currently 

 7           required, is not achievable for a significant 

 8           number of districts.  

 9                  In response, until or unless the 

10           transition is repealed or altered, NYSSBA 

11           joined our education partners in offering 

12           nine specific recommendations with regard to 

13           the current law. 

14                  We look forward to working on these 

15           recommendations with you.  We strongly 

16           encourage the Legislature to demand inclusion 

17           of an increase in the BOCES aidable salary 

18           cap, which has been frozen for nearly 

19           35 years, along with a proportionate increase 

20           in Special Services Aid for similar programs 

21           in the Big 5. 

22                  Lastly, we call on the state to 

23           restore funding to gradually pay down the 

24           $300 million in outstanding prior-year aid 


                                                                   444

 1           claims, the majority of which are owed to 

 2           high- and average-need districts.  

 3                  We look forward to working with you on 

 4           these important issues, and thank you so much 

 5           for all you do on behalf of our students.  

 6                  CHAIRMAN PRETLOW:  Thank you. 

 7                  MR. CECHNICKI:  Thank you, 

 8           Chairs Krueger, Pretlow, Mayer, members of 

 9           the committee.  

10                  My name is Brian Cechnicki, and I 

11           represent the over 3,000 individuals working 

12           in school finance and operations across the 

13           state.  Thank you for the opportunity to 

14           speak today.  

15                  We appreciate the Governor's school 

16           aid proposal, which aligns in the aggregate 

17           with what current law would have provided 

18           absent any changes.  

19                  The proposed updates to the poverty 

20           measures in Foundation Aid are a welcome 

21           change, ensuring that the formula better 

22           tracks current data, but we recognize that 

23           there are some distributional effects it 

24           creates for some districts.  


                                                                   445

 1                  After all the uncertainty surrounding 

 2           the future of school aid over the past year, 

 3           keeping the save-harmless provision in place 

 4           with a minimum 2 percent increase brings a 

 5           sigh of relief to districts across the state.  

 6           We urge the Legislature to reject the annual 

 7           proposal to freeze data used in the formulas 

 8           to a date certain.  

 9                  Many of my colleagues today have 

10           addressed key issues with which we agree, and 

11           our written testimony provides more details.  

12           But today I'd like to focus on an important 

13           but technical issue of prior-year 

14           adjustments.  

15                  These adjustments correct state aid 

16           payments after the school year ends, but the 

17           process is not that straightforward.  To put 

18           this in perspective, imagine that you fill 

19           out your time sheet at work incorrectly and 

20           you're overpaid by an hour.  Your employer 

21           corrects this and takes that extra money out 

22           of your paycheck the following week.  

23                  Now imagine that you've been underpaid 

24           by an hour.  Instead of fixing it in your 


                                                                   446

 1           next paycheck, your employer says you're 

 2           going to have to wait 18 years.  And then one 

 3           day, they tell you:  Actually, we're just 

 4           never going to pay it to you.  

 5                  That's what we're doing to school 

 6           districts.  When an aid claim error is 

 7           corrected in the state's favor, it gets taken 

 8           back from the district immediately.  But if 

 9           the error is in the district's favor, it goes 

10           into a payment queue that is subject to 

11           appropriation.  If funded at its historic 

12           levels, that queue would have taken 18 years 

13           to pay off.  

14                  That means all of the aid penalty 

15           forgiveness bills that this Legislature has 

16           passed and paid for in recent years' budgets 

17           have not actually been paid to school 

18           districts.  

19                  But we don't fund it at historic 

20           levels.  Since the pandemic, the 

21           appropriation for these payments has not been 

22           funded, meaning that over $300 million, as 

23           Brian mentioned, is owed to districts 

24           statewide.  Examples include $136 million to 


                                                                   447

 1           New York City; Schenectady, 6.8 million; 

 2           Mount Vernon, 4.8 million; Buffalo, 3.3; 

 3           Newburgh, 2.8.

 4                  The fair solution here is twofold.  

 5           Pay off the $300 million queue and ensure 

 6           that, moving forward, districts receive funds 

 7           as quickly as the state takes them back. 

 8                  Recognizing that this may not be 

 9           possible, at the very least this budget must 

10           restore the appropriation on a recurring 

11           basis so that districts receive what this 

12           body has already negotiated for and enacted.  

13                  You can find a lookup tool on our 

14           website, schoolbiz.info, to see how much 

15           money is owed to any school district in the 

16           state and how long repayment will take if the 

17           original $18 million appropriation is 

18           restored. 

19                  Thank you for your time today.

20                  CHAIRMAN PRETLOW:  Thank you.

21                  MS. BELOKOPITSKY:  I am Kyle 

22           Belokopitsky, executive director of the 

23           New York State Parent Teacher Association, 

24           and proud to represent our 225,000 members 


                                                                   448

 1           and our 2.6 million schoolchildren.  On 

 2           behalf of our president, Patty Frazier, we 

 3           appreciate the opportunities to comment on 

 4           how the Executive Budget impacts children and 

 5           families.  

 6                  Thank you to the Legislature and 

 7           Governor Hochul for your continued commitment 

 8           to all children and their families and our 

 9           schools.  Every day, dedicated outstanding 

10           educators, teachers, school leaders, 

11           school-related professionals, mental health 

12           professionals, PTAs and families do all we 

13           can to serve children.  

14                  Public education is our nation's 

15           greatest hope.  It is the promise that all 

16           children have a right to a free, appropriate, 

17           high-quality education, one that will meet 

18           their diverse needs and support them in our 

19           global economy. 

20                  At a time when our students struggle 

21           with food insecurity, poverty, need for 

22           mental health support and academic 

23           intervention and supports for migrant 

24           students, students with disabilities, 


                                                                   449

 1           homeless students, English language learners 

 2           and all students, this Executive Budget 

 3           supports them, as Bob and my colleagues have 

 4           said.  

 5                  Today we will only speak on a few 

 6           policy items.  

 7                  For the first time, the Executive 

 8           Budget fully funds school meals for all at 

 9           $340 million.  This is a $160 million 

10           increase over last year.  Under this program, 

11           the state will pay the student share of the 

12           cost of all meals served to students not 

13           receiving free meals already.  No parent, 

14           family, educator, or community member wants 

15           to see a child hungry, but that is what's 

16           happening.  For some, school is the only 

17           place they receive a warm or healthy meal.  

18                  Hungry kids cannot learn.  They 

19           struggle to focus and have lower attendance.  

20           I look forward to the day that I don't have 

21           to answer a phone from a parent or 

22           grandparent saying, "Kyle, can you help me 

23           feed my child?"  New York State PTA supports 

24           this proposal in full and in the strongest 


                                                                   450

 1           terms.  

 2                  We continue to support the work of OMH 

 3           and SED to support school-based mental health 

 4           services and the expansion of school-based 

 5           mental health clinics.  We need more support 

 6           for school-based mental health services and 

 7           initiatives in each and every budget.  

 8                  We also support the new investment to 

 9           expand teen mental health, first aid 

10           training, and support for seven new 

11           clubhouses and four youth-safe spaces.  

12                  Also, New York State PTA supports 

13           continued investments in high-quality 

14           universal daycare and after-school 

15           programming.  At the same time, we truly need 

16           a school-based universal pre-K system for all 

17           New York State students.  

18                  We continue to seek support for CTE, 

19           BOCES, Special Services Aid, Early College 

20           High Schools, P-TECH and STEM programs, as 

21           they are proven to lead to greater graduation 

22           rates and success in college and career.  

23                  Senator Mayer, thank you for already 

24           moving many bills in support of CTE in your 


                                                                   451

 1           recent meeting, including S528/A3430, which 

 2           increases the aidable salary for BOCES 

 3           educators and related Special Services Aid.  

 4           This is of highest priority to New York State 

 5           PTA.  

 6                  You see, every family has a dream for 

 7           their children.  It is our job to be 

 8           dream-makers, ensuring that every child, no 

 9           matter their zip code, their ethnicity, their 

10           ability, their gender identity or expression, 

11           no matter their race or their immigration 

12           status, has access to the highest-quality 

13           education that we can give them in career and 

14           life.  

15                  We humbly ask that you support our 

16           children like you always do.  Thank you so 

17           much.  

18                  CHAIRMAN PRETLOW:  Thank you.

19                  MR. LITTLE:  Hi, folks.  Thank you for 

20           listening to the concerns of the half of the 

21           school districts and the third of the 

22           students represented by our rural schools, 

23           and for allowing me to enter my second 

24           quarter-century of barking at you once a 


                                                                   452

 1           year.  Thank you for that.  

 2                  I want to bring an uncharacteristic 

 3           message of hope -- uncharacteristic for me -- 

 4           and that is that our state has embarked on a 

 5           truly generational and hopeful change on 

 6           behalf of education in what SED is attempting 

 7           to do by implementing Portrait of a Graduate.  

 8           I've been to three national conferences this 

 9           fall; New York State has been highlighted in 

10           all of them as being the only state that has 

11           succeeded in operationalizing that.  

12                  And here is my message of hope.  All 

13           of you know how traditionally tough it is for 

14           New York State to attract business.  We have 

15           high taxes, we have a high per-capita debt 

16           load, we've got a healthy and robust 

17           bureaucracy -- all of which makes it 

18           difficult for business to choose New York. 

19                  But they want a workforce that can 

20           collaborate, that can communicate, that can 

21           problem-solve, that can work across diverse 

22           cultures, and that can adjust and be 

23           trainable for any of the number of jobs that 

24           they will have over the course of their 


                                                                   453

 1           career.  And right now, you're sitting in the 

 2           only state poised to be able to provide them 

 3           that.  

 4                  That's a calling card that we've never 

 5           had before.  We can't afford to have that 

 6           mission over here and the money that school 

 7           districts have to chase over here.  They have 

 8           to be able to combine if we're going to 

 9           provide this unique generation of learners.  

10           No other generation has had these challenges 

11           before.  They go to school wondering whether 

12           they'll survive.  They were in solitary 

13           confinement for two years.  If they were in a 

14           state with junior high instead of middle 

15           school, they'd have gone directly from 

16           elementary school to high school.  

17                  We have to address those things, and 

18           this plan does in fact address those things.  

19                  To me, this budget, although a 

20           wonderful place to start, is a peace treaty 

21           with dollar signs on it.  And it's pushing 

22           everything down the road for a year of what 

23           needs to be done to avoid not changing two 

24           out of the 32 recommendations of the 


                                                                   454

 1           Rockefeller Institute -- as Bob mentioned, 

 2           they all interact.  They've got to be looked 

 3           at in a wholesale fashion.  

 4                  You have the expertise up there and 

 5           out there to be able to do that in enough 

 6           time to change the future of New York State 

 7           and all of these children that have so far 

 8           been dramatically challenged during their 

 9           lifetimes.  

10                  And I would just suggest that, once 

11           again, you take the opportunity to have the 

12           political wherewithal -- you certainly have 

13           the intellectual wherewithal, but to take the 

14           political wherewithal to take on this fight.  

15           Because nothing succeeds like the status quo.  

16           It's going to be hard.  

17                  But if we don't start this year, at 

18           best we start next, and probably the year 

19           after that.  How many years with -- if we 

20           just run the formula, that we'll simply say 

21           "Fine"?  

22                  MR. BUDELMANN:  Good afternoon.  And 

23           thank you, Chairpersons Pretlow, Krueger, and 

24           Mayer.  I'm Scott Budelmann, district 


                                                                   455

 1           superintendent of Madison-Oneida BOCES, and 

 2           I'm here on behalf of the BOCES of New York 

 3           as its legislative liaison.  

 4                  Thank you for your ongoing and 

 5           consistent support for education.  Without 

 6           your advocacy for this past year and the last 

 7           several years -- many years -- we would not 

 8           be in the strong position we're in with the 

 9           Executive Budget this year.  

10                  You've received my written testimony, 

11           so I won't go through all of it, but I'll 

12           highlight a few points.  

13                  BOCES of New York State supports the 

14           Executive Budget proposal to fully fund 

15           Foundation Aid to make updates to the poverty 

16           measures and to fully fund expense-based 

17           aids.  

18                  We urge you to accept this baseline 

19           proposal but also to look at the formula to 

20           adjust it in future years to adjust current 

21           student needs and look at the impact of the 

22           property tax cap on local school districts' 

23           ability to generate local revenue.  

24                  We also ask that you consider making a 


                                                                   456

 1           much-overdue update to the BOCES aid 

 2           reimbursement formula by increasing the 

 3           amount of salary used to calculate BOCES aid 

 4           from $30,000 to $60,000.  It's important to 

 5           note that this is not a cap on BOCES 

 6           salaries.  This is a cap on the amount of 

 7           salary that can generate aid for schools.  

 8           Under the cap, resource sharing today is less 

 9           beneficial to schools than it was 30 years 

10           ago, because as costs rise the incentive for 

11           sharing has remained static.  

12                  After funding, the next greatest 

13           challenge the school districts face is the 

14           workplace shortage, and the shortage exists 

15           in nearly every school position.  We greatly 

16           appreciate the Legislature's work to update 

17           and reform the civil service process, and we 

18           urge you to continue that work.  

19                  We know there are constitutional 

20           limitations that make it challenging to 

21           eliminate civil service exams entirely.  We 

22           believe, as is the case with students, 

23           employee skill sets can be demonstrated 

24           outside of the traditional exam process as 


                                                                   457

 1           well.  

 2                  Finally, as we work to rebuild the 

 3           pipelines to increase pools of individuals 

 4           qualified to work in public schools, we urge 

 5           you to continue to offer and expand 

 6           scholarship and loan forgiveness for 

 7           teachers, other educators, mental health 

 8           professionals who commit to living and 

 9           working in New York State; extend the ability 

10           of public-sector employees to work in BOCES 

11           and school districts without waivers and 

12           pension penalties for five years; and 

13           continue to modernize civil service hiring 

14           and promotion rules.  

15                  Thank you. 

16                  MS. BAKER:  Hello, esteemed members of 

17           the Joint Committee on Education.  My name is 

18           Ashara Baker, New York State director of the 

19           National Parents Union -- also, the proud mom 

20           of a third-grader who has joined us today.

21                  I stand before you with a mix of 

22           frustration and unwavering resolve compelled 

23           by the urgency to address the critical 

24           condition of education in our state.  The 


                                                                   458

 1           data as presented in the National Parents 

 2           Union report, as well as today's NAEP report, 

 3           reveals New York is failing our children.  

 4                  For too long, longstanding inequities 

 5           exacerbated by COVID-19, coupled with big 

 6           policies, limited accountability, are 

 7           jeopardizing the futures of generations of 

 8           kids in this state.  We cannot afford to 

 9           delay action any longer.  

10                  Our annual report outlines the stark 

11           reality of the antiquated New York education 

12           system, increasing child poverty and barriers 

13           to economic mobility.  As parents, we are 

14           just not pointing out problems, but we're 

15           here with evidence-based solutions.  

16                  Consider these alarming statistics.  

17           In 2023, only 52 percent of third through 

18           eighth-graders were proficient in math, 

19           48 percent in reading.  Today's release of 

20           the NAEP results are even more troubling.  

21           Thirty-one percent of fourth and 

22           eighth-graders were proficient or above in 

23           reading; fewer than 40 percent were in math 

24           for fourth-graders.  


                                                                   459

 1                  Economic and racial disparities 

 2           persist, with economically disadvantaged 

 3           students scoring significantly lower than 

 4           their peers.  In the Big 5 districts, these 

 5           numbers are staggering.  

 6                  Only 11 percent of third-graders in 

 7           Rochester are proficient in reading; 

 8           14 percent in math.  Buffalo stands just at 

 9           24 percent in reading, 23 percent in math. 

10           Especially statewide -- so statewide, we 

11           have, of 64 school districts right now, fewer 

12           than 10 percent of elementary students who 

13           are proficient in math.  This raises serious 

14           concerns about whether our students are 

15           adequately prepared for post-secondary 

16           success and economic mobility.  

17                  While the state has made historic 

18           investments in Foundation Aid funding, 

19           professional development, there is a vague 

20           commitment to evidence-based curriculum 

21           through the New York Board of Regents.  But 

22           there is still much to do so that we can 

23           guarantee that every child in the State of 

24           New York has access to a high-quality public 


                                                                   460

 1           education.  

 2                  At NPU we recognize that families are 

 3           facing real challenges across the state.  

 4           Nearly one in five children lives in poverty.  

 5           This is a systematic failure, and we are 

 6           demanding immediate and effective action.  

 7           And we're proud that the Governor has 

 8           included in the budget an Empire Tax Credit.  

 9                  Almost half of these children are in 

10           deep poverty, living in households with 

11           incomes 50 percent or below the federal 

12           poverty line.  This crisis we know has been 

13           exacerbated since 2021.  

14                  But solutions exist, as I said before.  

15           We've seen other states successfully adapt 

16           and improve academic outcomes by allocating 

17           money to evidence-based programs, high-impact 

18           tutoring programs, high-quality instructional 

19           materials, and professional development for 

20           teachers.  

21                  New York needs to follow suit.  It's 

22           time.  As a New Yorker living in the greatest 

23           state in this nation, we owe it to our kids 

24           and our families to guarantee them a 


                                                                   461

 1           high-quality public education.  

 2                  I thank you. 

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  CHAIRWOMAN KRUEGER:  Thank you.

 5                  CHAIRMAN PRETLOW:  Assemblyman 

 6           Magnarelli passes.

 7                  Senator?

 8                  CHAIRWOMAN KRUEGER:  Senator Shelley 

 9           Mayer.

10                  SENATOR MAYER:  Yes, I have questions.  

11                  And thank you all for all your 

12           different perspectives.  

13                  First, on the so-called universal 

14           school, Brian, what do you say to the 

15           approximately 20 schools in the state -- 

16           school boards that have not elected to 

17           participate in the federal school lunch 

18           program and therefore are really not subject 

19           to this expanded participation that the state 

20           would pay the balance for?  

21                  In those school districts, some of 

22           which are in my district, there are children 

23           who can't afford lunch.  Even though the 

24           average income is probably high, there are 


                                                                   462

 1           poorer students.  

 2                  So are you as the school boards 

 3           encouraging these other schools to 

 4           participate? 

 5                  MR. FESSLER:  Yeah, certainly, you 

 6           know, without conversations with them 

 7           directly, I don't want to offer any, you 

 8           know, comments -- or I can't offer any 

 9           comments directly on individual districts.  

10                  But I think, you know, based on what 

11           our membership has told us, you know, to 

12           advocate for, and the messages to bring to 

13           you all and your colleagues, you know, I 

14           think in the aggregate they understand the 

15           importance and the value of universal school 

16           meals.  

17                  I think -- you know, and my colleagues 

18           I'm guessing probably agree.  Among school 

19           board members we saw a pretty significant, 

20           you know, change in the attitude and 

21           perception of universal school meals coming 

22           out of the pandemic.  

23                  You know, I think there was a core of 

24           supporters before that, and then the bulk 


                                                                   463

 1           were probably somewhere, you know, in the 

 2           middle.  But coming out of the pandemic and 

 3           the expiration of the federal waivers 

 4           allowing for that universal school meal 

 5           provision and access, we noticed a pretty 

 6           significant trend.  

 7                  So I think as -- you know, as the 

 8           Governor and you all have, with increasing 

 9           intensity, focused investments in those 

10           programs, I think that it will, you know, 

11           further encourage and allow the remaining 

12           small number of districts in the state that 

13           perhaps have chosen not to see the benefits 

14           of all of their colleagues next door.  And 

15           certainly, you know, we're going to continue 

16           from a statewide perspective to share 

17           information and resources about the benefits 

18           of the program. 

19                  SENATOR MAYER:  Thank you.  

20                  You also raised the issue of the state 

21           plan amendment to increase Medicaid -- the 

22           opportunity for Medicaid reimbursement for 

23           all the mental health and other 

24           Medicaid-eligible services that schools 


                                                                   464

 1           provide.  Are you working with the Governor's 

 2           office to expedite and expand?  

 3                  I mean, we don't know how the federal 

 4           government will now respond to these things, 

 5           but it seems like a key way to get more 

 6           resources into the schools that are providing 

 7           these Medicaid-eligible services.

 8                  MR. FESSLER:  Yeah, we've had -- I 

 9           think especially over the past year or so, 

10           six months to a year, as we've zeroed in on 

11           this issue, we've had a number of 

12           conversations with the Executive, with some 

13           other state agencies and different external 

14           partners to try to push that forward.  

15                  And so, you know, certainly happy to 

16           continue those conversations with you and any 

17           of our partners to see what we can do to 

18           continue to push that forward. 

19                  SENATOR MAYER:  Okay.  

20                  I have additional questions.  Oh, I 

21           can't come back.  Okay.

22                  CHAIRWOMAN KRUEGER:  No, I'm sorry.  

23                  CHAIRMAN PRETLOW:  Assemblyman 

24           Carroll.  


                                                                   465

 1                  No, you can't come back.

 2                  ASSEMBLYMAN CARROLL:  Thank you, 

 3           Chair Pretlow.  

 4                  And thank you all for your testimony.  

 5           But I especially want to thank Ms. Baker for 

 6           her testimony and her referencing this 

 7           morning's NAEP results.  I think this is the 

 8           first person to mention them.  

 9                  They are stark, and they are 

10           troubling.  And they are not just troubling 

11           for Rochester or Buffalo, they are troubling 

12           for our entire state.  And I hope that the 

13           State Assembly and State Senate understand 

14           how terrible this is and take your 

15           recommendation to implement evidence-based 

16           curriculum interventions and evidence-based 

17           approaches that we know work for both 

18           literacy and math to change this terrible 

19           trajectory.  Of course other states have done 

20           better recently than New York because of 

21           that.  And Ms. Baker, I thank you for 

22           presenting that to us and reminding us of 

23           that today. 

24                  MS. BAKER:  Thank you. 


                                                                   466

 1                  CHAIRMAN PRETLOW:  Senate? 

 2                  CHAIRWOMAN KRUEGER:  No, no one else.

 3                  CHAIRMAN PRETLOW:  Assemblyman Smith. 

 4                  ASSEMBLYMAN SMITH:  Thank you.  

 5                  And thank you all for being here.  I 

 6           really always appreciate every year how 

 7           you're able to condense so much information 

 8           into such a short period.  So good to see all 

 9           of you.

10                  Proud PTA member.  Kyle, good to hear 

11           from you.  

12                  David, I agree with your assessment 

13           that I feel optimistic at this, but I think 

14           if we look at the budget proposal this year 

15           versus what we were proposed last year, I 

16           think it really puts groups like -- 

17           stakeholders like those that you all 

18           represent, trying to figure out what to do, 

19           because every year we're preparing for 

20           battle, not knowing is this going to be a 

21           year that's going to be favorable or a year 

22           that's not going to be favorable.  So I thank 

23           you for what you're doing.  

24                  One of the notable issues that came up 


                                                                   467

 1           during the Rockefeller hearings was the issue 

 2           of mental health and how we can possibly 

 3           expand mental health services through BOCES.  

 4           Do you have thoughts on, you know, expounding 

 5           upon that a little bit more on how we can 

 6           address that need? 

 7                  MR. BUDELMANN:  Sure.  I think that 

 8           the difficulty for BOCES, particularly in 

 9           rural areas, is that we have recruitment 

10           difficulties as well.  So to the extent that 

11           there are proposals to set up health clinics 

12           or mental health clinics, those are 

13           beneficial.  But we also have, like I said, 

14           difficulty attracting professionals to those 

15           regions and paying them what they could 

16           otherwise make in other regions. 

17                  ASSEMBLYMAN SMITH:  And that's 

18           definitely something we're hearing for a 

19           pipeline issue as well.  

20                  Next, as we're waiting, children with 

21           special needs, special education services -- 

22           that's something else that came up, I think, 

23           during the Rockefeller hearings that we need 

24           to take a look, because every child that we 


                                                                   468

 1           educate -- it might cost a little bit 

 2           different to educate every child.  

 3                  So does anyone have any thoughts with 

 4           regards to how we can, you know, weight that 

 5           differently to make sure we're providing that 

 6           state support? 

 7                  MR. LITTLE:  I'll take it.  

 8                  Yeah, don't weight it at all.  Get it 

 9           out of the formula and base it on the actual 

10           cost.  Because it's federally and state 

11           mandated.  And so there's very little 

12           discretion, and when school districts do 

13           exercise discretion, they're very often sued 

14           over exercising that discretion.  

15                  And so rather than simply weighing it 

16           based on a type of service that you have, 

17           take it out of the formula and base it on 

18           whatever percentage in poverty the school 

19           district has that's providing the service, as 

20           opposed to saying, You get this much money 

21           because the kid has this condition. 

22                  ASSEMBLYMAN SMITH:  So make it 

23           reimbursable based on the services provided.  

24                  And I will tell you in my particular 


                                                                   469

 1           district, one of the school districts I 

 2           represent, there's a case that is so 

 3           specialized that it will cost this district 

 4           close to a quarter of a million dollars to 

 5           provide.  It's a service that is needed that 

 6           cannot be provided even in the State of 

 7           New York, so they have to go out.  

 8                  So there's definitely a cost per 

 9           issue, and obviously we do have that 

10           obligation and we want to be able to provide 

11           those services. 

12                  MR. LITTLE:  What a horrible 

13           circumstance to have a post-budget-election 

14           or a post-budget-vote special education 

15           student come into a district that has that 

16           student alone put you over the tax cap. 

17                  ASSEMBLYMAN SMITH:  Thank you. 

18                  CHAIRMAN PRETLOW:  Senate?

19                  CHAIRWOMAN KRUEGER:  Senator Murray. 

20                  SENATOR MURRAY:  Thank you, 

21           Chairwoman.  

22                  And thank you all for being here.  

23           With three minutes, I'll try to be quick 

24           here.  


                                                                   470

 1                  First, thank you all for your efforts.  

 2           Kyle, especially with your efforts with the 

 3           universal meals, very, very important.  And 

 4           thank you for all your work with BOCES.  Big 

 5           supporter.  Anything I can do to help -- I 

 6           think that is our future, as I've said 

 7           before.

 8                  But I want to shift gears and talk 

 9           about another big issue that may have waned 

10           off a little bit, but it's still out there.  

11           And that's vaccinations and medical 

12           exemptions.  I met with a doctor recently who 

13           deals with several school districts, and 

14           please correct me if I'm wrong, but I believe 

15           the process is that someone comes with a 

16           medical exemption, a parent gives the 

17           paperwork, it's reviewed by a doctor who 

18           might give advice -- and advise -- but the 

19           final decision on whether it's granted is 

20           either with the principal or the 

21           superintendent.  

22                  Am I on track with that? 

23                  MR. LOWRY:  I believe that's the way 

24           it is. 


                                                                   471

 1                  SENATOR MURRAY:  Assuming I'm on track 

 2           with that, we discussed the possibility of 

 3           changing that.  Would it make more sense -- 

 4           and I'd like to get your opinion -- if all 

 5           medical exemptions, rather than being left 

 6           with the final decision being made with 

 7           someone who doesn't have medical training, if 

 8           it went -- all medical-exemption requests 

 9           went through the director of immunization in 

10           the Department of Epidemiology in New York 

11           State?  

12                  It would sound like there's a lot, but 

13           it -- as I said, it has waned a bit.  I think 

14           it's very manageable.  But it would be a 

15           medical professional, in fact probably the 

16           most qualified medical professional, making 

17           that final call.  

18                  Your thoughts?  Any one of you. 

19                  MR. LITTLE:  I don't want to jump in 

20           on every question, but I will say that having 

21           their advice and consent on a local decision 

22           would be extremely advantageous, but you 

23           would lose just as much by not having the 

24           local input about what the unvaccinated 


                                                                   472

 1           child's impact might be in any specific 

 2           locale by making the decision in the other 

 3           direction.  

 4                  You've got to synthesize the two and 

 5           get advice and consent of a professional. 

 6                  MR. LOWRY:  I have to say, we've had 

 7           discussions among our leadership on this 

 8           issue in general.  I don't think we've come 

 9           to a resolution.  

10                  But certainly there is discomfort with 

11           the idea that school officials are expected 

12           to substitute their judgment for that of a 

13           medical professional.  I'm not sure how 

14           exactly -- how to improve upon that, but that 

15           is -- as I say, that's an issue that has come 

16           up recently in conversations with our 

17           leadership. 

18                  SENATOR MURRAY:  I've heard where a 

19           particular doctor may have given many 

20           exemptions and automatically then the 

21           superintendent or principal says, Well, maybe 

22           they're shopping it or something, and maybe 

23           this isn't valid.  

24                  But in one case, one particular case, 


                                                                   473

 1           some of them might not have been.  But one in 

 2           particular was very valid.  Unfortunately, it 

 3           was kind of rubber-stamped as declined.  And 

 4           that's the fear. 

 5                  MS. BELOKOPITSKY:  And there is an 

 6           appeal process, and there is a process now so 

 7           the State Education Department has extensive 

 8           information on their website in a form that 

 9           has to be used.  

10                  So we do get these calls from parents 

11           and families, and we're happy to continue to 

12           help the parents and families through that 

13           process and then through the appeal process 

14           if needed.

15                  SENATOR MURRAY:  Thank you so much.

16                  CHAIRMAN PRETLOW:  Assemblyman Ra. 

17                  ASSEMBLYMAN RA:  Thank you, Mr. Chair.  

18                  Thank you all for being here, and your 

19           patience.  

20                  So there's a lot of knowledge and 

21           experience sitting at that table right now, 

22           which I know well from years as an Education 

23           ranker and sitting on this panel.  

24                  So we talked about Foundation Aid.  


                                                                   474

 1           You know, there's so many different pieces to 

 2           this, obviously.  I think many of us, when we 

 3           looked at the study at first, we're like, If 

 4           we start doing -- taking little pieces and 

 5           not the whole thing, where do we end up? 

 6                  But I do want to see if you can weigh 

 7           in at all on something that I asked the 

 8           commissioner about.  In particular, as we're 

 9           dealing with the changes with new graduation 

10           measures, your thoughts on whether and how we 

11           should be looking at the successful schools 

12           model piece.  

13                  MR. CECHNICKI:  I'll jump in.  As the 

14           Educational Conference Board, sort of school 

15           finance working group, we've looked at last 

16           year -- even before last year's Governor's 

17           proposal, we had looked at what are some ways 

18           that you can bite off small pieces of the 

19           formula sort of in a Phase 1, Phase 2 

20           approach.  

21                  One of those would be looking at that 

22           successful schools amount, and I don't think 

23           we've, you know, come to sort of a formal 

24           position.  But we've talked about our 


                                                                   475

 1           graduation rates, actually a good replacement 

 2           measure for that.  The tests that were 

 3           currently used -- that have now been frozen, 

 4           you know, almost 10 years old -- obviously 

 5           don't work.  

 6                  And I think -- you know, speaking for 

 7           my organization, looking at what the 

 8           Rockefeller Institute proposed in just 

 9           essentially updating the tests and then 

10           looking at sort of the top performers, 

11           regardless of what the standard of that 

12           performance is -- I think sort of potentially 

13           leaves something to be desired.  

14                  And so yes, we've discussed, you know, 

15           potentially graduation rates at some base 

16           level being a more appropriate look for that 

17           successful school study. 

18                  MR. LOWRY:  At one of the roundtable 

19           discussions that the Senate held on 

20           Foundation Aid back in 2019, one of our 

21           members said Foundation Aid doesn't need to 

22           be the solution to every problem.  And I 

23           think that is where CTE funding comes in.  

24                  And I appreciate that the Governor's, 


                                                                   476

 1           in effect, put on the table let's look more 

 2           carefully at how we fund -- how dual- 

 3           enrollment programs operate.  To me, it's 

 4           about how do we improve the transition from 

 5           high school to whatever comes next for young 

 6           people. 

 7                  MR. FESSLER:  If I could add one 

 8           piece, I think this conversation in 

 9           particular, whether it's now or in the near 

10           future, is or can be particularly helpful for 

11           districts on save-harmless.  

12                  You know, often those districts are in 

13           kind of a double-whammy enrollment situation 

14           where they end up looking wealthier than they 

15           may be, everything else being equal.  And 

16           depending on how we look at that calculation 

17           and run through that calculation and the type 

18           of districts in that grouping, as Brian 

19           mentioned, that may better reflect the 

20           economies-of-scale challenges that some of 

21           our smaller, more rural save-harmless-type 

22           districts are in right now. 

23                  CHAIRMAN PRETLOW:  Senate?

24                  CHAIRWOMAN KRUEGER:  Thank you.


                                                                   477

 1                  ASSEMBLYMAN RA:  Thank you.

 2                  CHAIRWOMAN KRUEGER:  (Mic off.)  

 3                  I'm sorry.  Thank you for drawing our 

 4           attention to the challenges of math education 

 5           and results, particularly in urban New York.  

 6           Can you advise us what you think our 

 7           solutions should be? 

 8                  MS. BAKER:  Absolutely.  So I actually 

 9           started the New York State Math Coalition, we 

10           have parents at the table, higher education 

11           folks, policymakers, retired math teachers.  

12           We have been doing work on the ground looking 

13           at other states, seeing how they have adopted 

14           policy through competitive grants, through 

15           state mandates.  In particular, we are 

16           uplifting the State of Alabama as an exemplar 

17           model.

18                  And going forward, we've leveraged 

19           more things around what's successful.  So 

20           high-quality instructional materials, it's a 

21           no-brainer.  I was just on a national call 

22           for a National Pi Summit and this is the very 

23           thread of threading the needle for success 

24           within mathematics.  


                                                                   478

 1                  Again, not leaving teachers alone.  

 2           Professional development, dedicated coaching.  

 3           And a feature that we really strongly feel 

 4           about is really bringing the parents into 

 5           this conversation.  So double-downing on 

 6           family partnerships.  Educating families on 

 7           how they can support their kids at home is 

 8           also the key to a successful -- any kind of 

 9           academic outcome.  

10                  So these are just some of the points, 

11           but I do have information I'm happy to share 

12           with the committee. 

13                  CHAIRWOMAN KRUEGER:  Thank you.  

14                  And just with my last minute and a 

15           half, so you're all educators and you all 

16           believe in science.  So don't you think we 

17           should follow science and even the American 

18           Pediatric Association's advice about 

19           vaccinating children?  Does anybody disagree? 

20                  No, you don't disagree?  Just 

21           checking.  Thank you.  Thank you. 

22                  (Laughter.)

23                  CHAIRMAN PRETLOW:  Assemblywoman 

24           Bailey.


                                                                   479

 1                  MS. BELOKOPITSKY:  Ms. Krueger, in the 

 2           last minute, I will add, and I know -- thanks 

 3           for my colleagues' mention of NAEP scores --  

 4           there was a gain in our fourth-grade math 

 5           test scores today.  So that was a special 

 6           highlight in at least today's NAEP release. 

 7                  MS. BAKER:  Yes, in New York City.

 8                  So New York City is a very beautiful 

 9           example that I use in a lot of work around my 

10           accountability reports.  New York City has 

11           NYC Reads, investing in early literacy, 

12           evidence-based curriculum, and now they have 

13           NYC Solves.  

14                  Same investment.  They looked at their 

15           numbers, they have I think 56 percent of 

16           their students who were proficient in reading 

17           and a little lower in math, and they looked 

18           at those numbers and they said it was 

19           unacceptable.  

20                  I repeat it today -- 11 percent, 

21           14 percent.  Last year's scores:  2 percent 

22           of eighth-graders were proficient in math in 

23           the city of Rochester.  

24                  So we need something across the state, 


                                                                   480

 1           yes.  We did see increases in fourth grade 

 2           for New York City, but we did not see it 

 3           across our entire state for our kids. 

 4                  CHAIRWOMAN KRUEGER:  Thank you.

 5                  CHAIRMAN PRETLOW:  Assemblywoman 

 6           Bailey.  

 7                  ASSEMBLYWOMAN BAILEY:  Good afternoon.  

 8           Thank you very much.  

 9                  And as Senator Murray indicated, thank 

10           you for all of your efforts.  And I agree, I 

11           believe BOCES is wonderful.  My son was a 

12           graduate in 2023 and went through the diesel 

13           mechanic through our local BOCES, so thank 

14           you.  

15                  My question does center around 

16           something that we talked about already today, 

17           but I feel it's important to ask this group, 

18           so I'm going to direct the question 

19           specifically to Mr. Little and Mr. Fessler 

20           first, and then anyone else that wishes to 

21           join in.  

22                  But are you able to provide the most 

23           updated estimates that you have related to 

24           the cost for the zero-emission school bus 


                                                                   481

 1           mandate?  And then on that, you know, how 

 2           will the -- each element associated with 

 3           transitioning to zero-emissions cost base on 

 4           our current market conditions, what will that 

 5           add to it? 

 6                  MR. LITTLE:  Yeah.  No, I don't have 

 7           an estimate, but I can tell you how to make 

 8           the calculation.  Go from 100,000 a bus to 

 9           300 to 400,000 a bus, and multiply that by 

10           the number of buses in New York State.  

11           That's -- that's our number.

12                  That's just the beginning number 

13           before you've got either charging stations or 

14           transmission lines.  If you've seen 

15           Shenendehowa -- Shenendehowa is a shining 

16           star here in the Capital Region -- they did a 

17           study just of what it would take to get the 

18           sufficient amount of electricity to their 

19           charging stations:  $50 million.  They have a 

20           number of buses.  They have a $50 million 

21           price tag for a transfer station.  

22                  And I held a series of rural issues 

23           forums around the state, and National Grid 

24           testified at most of them to make sure that I 


                                                                   482

 1           knew that my biggest problem wasn't money, my 

 2           biggest problem was they couldn't get me the 

 3           power.  That overnight they charge the grid, 

 4           overnight they make sure hospitals have the 

 5           power, and that this would be a significant 

 6           challenge for them in trying to charge up 

 7           every school bus every night to get ready to 

 8           go.  

 9                  The other thing that I would say in 

10           all of this is in our headlong rush to make 

11           zero-emission buses mean electric buses, I 

12           think we're ignoring what fuel cell 

13           technology is doing.  And before we ram 

14           ourselves into one corner, let's take enough 

15           time to let the industry play out, because 

16           they now have a fuel-cell car that will go 

17           1500 miles on a charge and puts water out the 

18           tailpipe. 

19                  MR. FESSLER:  I think beyond, you 

20           know, kind of the pieces Dave mentioned, one 

21           of the challenges we've found is there's such 

22           a wide range of challenge and types of 

23           challenge between different districts.   

24                  Obviously the cost of a bus is one 


                                                                   483

 1           thing.  But we've recommended as one of our 

 2           recommendations, you know, a state-funded 

 3           district-specific fleet implementation plan 

 4           that should guide the timeline for each 

 5           district.  

 6                  It's going to be easier and quicker 

 7           for some districts, but much more difficult 

 8           and longer for other districts.  So I think 

 9           that's a critical part of this, you know, 

10           beyond some of the supports that the 

11           Legislature and the Governor worked towards 

12           over the past year dealing with mostly 

13           technical funding issues, but that I think 

14           are helpful as the kind of first steps along 

15           this path. 

16                  ASSEMBLYMAN BAILEY:  Thank you very 

17           much.

18                  CHAIRMAN PRETLOW:  Assemblyman Maher?

19                  {Mic issues.}  

20                  CHAIRWOMAN KRUEGER:  He's still trying 

21           to get it working. 

22                  CHAIRMAN PRETLOW:  We'll go to 

23           Assemblyman Otis while you fiddle with that.  

24                  (Laughter.)


                                                                   484

 1                  CHAIRMAN PRETLOW:  Assemblyman Otis. 

 2                  ASSEMBLYMAN OTIS:  Thank you.

 3                  ASSEMBLYMAN MAHER:  I'm sorry.  Am I 

 4           skipped?

 5                  CHAIRWOMAN KRUEGER:  Okay.

 6                  CHAIRMAN PRETLOW:  No, you're 

 7           unskipped.  Go on.

 8                  (Laughter.)

 9                  ASSEMBLYMAN MAHER:  Oh, thank you.  

10           Unskipped.

11                  (Laughter.)

12                  ASSEMBLYMAN MAHER:  Appreciate it.  

13           That's a new one.

14                  Hi, everybody.  I will use my three 

15           minutes just by asking a very succinct 

16           question.  It was also asked of the previous 

17           panel.  I want to thank my colleague for kind 

18           of bringing this issue up.  I hate that, the 

19           fact that we're talking about it.  

20                  So we've been hearing about so many 

21           different costs and the challenges that are 

22           faced by our parents, by our teachers, by our 

23           districts, and everyone involved, and we have 

24           this policy that's in place, whether you 


                                                                   485

 1           agree with it or not, whether we think that 

 2           electric vehicles is the future and we should 

 3           obviously lower our fossil fuel emissions, 

 4           which I believe in.  

 5                  This plan does not make sense and 

 6           needs to be reevaluated and paused.  So my 

 7           question to each of you at the table -- and 

 8           some of you have answered it already.  For 

 9           those that have not, do you also agree, 

10           representing the folks you represent, that 

11           this should be looked at more and paused?  

12                  And that is my question I give to each 

13           of you. 

14                  MR. LITTLE:  I'll just jump in, 

15           because everybody else I think are 

16           Educational Conference Board members and 

17           their response is more nuanced.  

18                  For me, it boils down to the fact that 

19           for particularly needy districts and our -- 

20           many of our small and rural districts, it's 

21           not only most logistically challenging in 

22           those settings, but you're literally putting 

23           districts in conflict between two state laws.  

24           You have to have your locality vote, and if 


                                                                   486

 1           they vote no, then you're out of compliance 

 2           with another state law that says that in 

 3           two years you can only buy much more 

 4           expensive buses -- when many of these 

 5           districts don't raise $100,000 under the 

 6           tax cap.  

 7                  So the state's got to figure out what 

 8           it's going to do with that conflict before it 

 9           goes headlong into this and, quite honestly, 

10           puts the education of children in direct 

11           competition with simply getting them to and 

12           from school. 

13                  ASSEMBLYMAN MAHER:  Sure.  And I 

14           appreciate that. 

15                  MS. BELOKOPITSKY:  I think from the 

16           PTA's perspective, we are -- our parents are 

17           also worried about the safety of lithium-ion 

18           batteries as it relates to fire hazards when 

19           it comes to the siting of the battery 

20           factories and the plants.  

21                  We've seen, unfortunately, the 

22           devastating California wildfires, some of 

23           those issues, and that has been repeatedly 

24           brought to us at the State PTA and our 


                                                                   487

 1           membership, and I know we have a position on 

 2           that from our colleagues. 

 3                  I know many of us are concerned, as 

 4           ECB, on both the timeline and the funding of 

 5           this proposal, and I will let them speak to 

 6           that. 

 7                  ASSEMBLYMAN MAHER:  Thank you.

 8                  MR. CECHNICKI:  From a school business 

 9           perspective, we've really just focused on 

10           what is the ask of districts right now in 

11           terms of implementing this, what are the 

12           logistical steps, what are the current 

13           barriers.  

14                  You know, we're supportive of the 

15           change and the amortization schedule last 

16           year, so sort of our immediate focus is we 

17           want to be good partners for the state, this 

18           is what's on the books, so let's find 

19           sensible solutions to get us through there.  

20           We're continuing to work through that.  And 

21           as obstacles come our way, we're happy to 

22           share those with you all and the Executive. 

23                  ASSEMBLYMAN MAHER:  Thank you.

24                  MR. LOWRY:  As I think Brian Fessler 


                                                                   488

 1           said, the groups, the Educational Conference 

 2           Board, we put forward a series of 

 3           recommendations which we've shared with the 

 4           Legislature in the last week or so. 

 5                  ASSEMBLYMAN MAHER:  Thank you very 

 6           much. 

 7                  CHAIRMAN PRETLOW:  Thank you.  

 8                  Assemblyman Otis. 

 9                  ASSEMBLYMAN OTIS:  Thank you.  

10                  And I want to start off with a 

11           question for the two Brians, although others 

12           may want to chime in.  

13                  In last year's budget there was some 

14           discussion -- and I think some level of 

15           misinformation -- about the role of reserve 

16           funds for school districts.  And we have our 

17           Finance Committee, Senate, and Assembly Ways 

18           and Means Committee here today.  

19                  What can you share with us about their 

20           important role in terms of the financial 

21           stability of school districts?  And I'll just 

22           say, as an aside, I looked it up last year 

23           and the biggest school district reserve funds 

24           were the smallest -- some of the smallest 


                                                                   489

 1           school districts, who were just keeping not 

 2           even a percentage, it was an amount, but not 

 3           that big an amount of money, but enough so 

 4           that they're prepared for an emergency, which 

 5           is a prudent thing to do.  

 6                  But help share how that really works, 

 7           and I'll start with the two Brians. 

 8                  MR. CECHNICKI:  Thank you.  We always 

 9           joke which of us is Brian and which is the 

10           other Brian, so --

11                  (Laughter.)

12                  MR. CECHNICKI:  So "the two Brians" 

13           works.

14                  ASSEMBLYMAN OTIS:  You're both the 

15           other Brian. 

16                  (Laughter.)

17                  MR. CECHNICKI:  You know, certainly 

18           this came up last year, I think, looking at, 

19           you know, the reality of what districts have 

20           in reserve versus what is, you know, best 

21           practice for governments.  And certainly the 

22           state has been moving towards a 15 percent 

23           fund balance.  The GFOA suggested 

24           municipalities should be on that.  


                                                                   490

 1                  You know, districts are limited to 

 2           4 percent, as you know, of unrestricted 

 3           reserves.  

 4                  Certainly there are other funds, 

 5           reserve funds that are available above that, 

 6           but they have restrictions to them.  They are 

 7           limited-use, there are rules about being able 

 8           to access that money.  

 9                  And so you're right, there are a 

10           significant number of districts that are, you 

11           know, at the 4 percent or below the 4 percent 

12           because -- you know, both from the law but 

13           then also just how the inflow of money coming 

14           from local revenues, which is capped with the 

15           property tax cap, and, you know -- and 

16           certainly last year many districts were 

17           limited on the state aid increase.  

18                  And so, you know, we don't see sort of 

19           a growth industry in those reserve funds in 

20           ways that I think other groups are looking at 

21           or other entities are looking at, and others 

22           would suggest. 

23                  MR. FESSLER:  Yeah, I really 

24           appreciate the question because as Brian 


                                                                   491

 1           alluded to, I think, you know, one of the 

 2           sometimes unfortunate misnomers is kind of 

 3           the commingling of restricted reserve funds 

 4           or dedicated savings accounts that are 

 5           authorized and guided by statute.  You know, 

 6           the capital reserve.  So where districts set 

 7           aside money, voter approved, in order to 

 8           build their next building or purchase a 

 9           school bus or a zero-emission school bus.  

10                  And then there's the much smaller, the 

11           limited to 4 percent, the undesignated, 

12           unrestricted fund balance piece that -- the 

13           kind of very small margin that allows and 

14           supports districts to address some of the, 

15           you know, very, very normal -- especially for 

16           public budgeting -- fluctuations between 

17           revenues and expenditures midyear.  

18                  So the fund balance piece especially, 

19           at a 4 percent limit, is something that 

20           school districts continually feel very, very 

21           restricted -- no pun intended -- restricted 

22           and limited by it.  

23                  I know the Rockefeller Institute also 

24           addressed that with recommending potentially 


                                                                   492

 1           upwards -- with guidelines and limits -- a 

 2           10 percent limit, up from the current 

 3           4 percent limit. 

 4                  CHAIRMAN PRETLOW:  Thank you for that 

 5           answer.  

 6                  I just have one quick question.  Has 

 7           any school district begun buying or 

 8           purchasing electric buses? 

 9                  MR. FESSLER:  Yes.

10                  MS. BELOKOPITSKY:  Yes.

11                  CHAIRMAN PRETLOW:  And is the 

12           infrastructure in place at these districts? 

13           Because I personally don't see it working.  

14           That's my personal view.  

15                  And I just take that by driving past 

16           many parking areas that school buses tend to 

17           park in, they're generally 4 or 5 inches 

18           apart and they're just all crammed together 

19           in a small space.  And if you're going to 

20           have that many school buses with charging 

21           stations, there has to be a lot more space 

22           available for them to charge.  I just -- I 

23           just personally don't see it working. 

24                  MR. LOWRY:  I've had exactly the same 


                                                                   493

 1           reaction driving by the bus lot for my kid's 

 2           school district.  Just so many buses.  How do 

 3           you -- it's -- the first impulse is just to 

 4           think about the cost of the buses themselves.  

 5                  And, okay, we've got until 2027 before 

 6           we have to start buying buses and 2035 before 

 7           we have to finish.  But yes, you need the 

 8           infrastructure in place.  And that could be a 

 9           huge and expensive undertaking. 

10                  CHAIRMAN PRETLOW:  Yeah, I think 

11           that's probably a larger expense than buying 

12           the buses themselves, because they have to 

13           buy land somewhere to put these buses on.  

14           Unless they do shifts with the charging.  And 

15           you're going to have a real problem in the 

16           winter, especially in this part of the state 

17           and farther north when electric vehicles 

18           don't handle well in the cold, the battery 

19           charge doesn't stay very strong, and they 

20           don't work well on hills. 

21                  MR. LITTLE:  There is not a bus garage 

22           in the state that can hold an -- that holds 

23           existing buses now that could accommodate 

24           electric buses.  They're just bigger.  


                                                                   494

 1                  So you're talking about a huge 

 2           expenditure just in dealing with maintenance, 

 3           the lifts that we have now to raise the bus 

 4           up to work on it, they don't handle electric 

 5           buses.  They're of different dimensions, 

 6           they're longer and that type of thing.  

 7                  The specific answer to your question 

 8           is that most of the districts that have gone 

 9           ahead with purchasing electric buses have 

10           done that with federal money that's now very 

11           much at risk. 

12                  MS. BELOKOPITSKY:  And I will add that 

13           in my small rural school district of 300 

14           students -- K-8, if you can imagine -- my son 

15           was on the bus for an hour each way to the 

16           school district, for one route.  And then the 

17           bus would have to be reused for extra routes 

18           in our very hilly Rensselaer County.  

19                  So as a parent and family, you know, 

20           especially in our rural school districts, 

21           while we absolutely support the goal of this 

22           initiative, we do worry about, you know, as 

23           you mentioned, the frigid temperatures here 

24           in New York.  Many of our rural areas that 


                                                                   495

 1           have to re-run buses a number of times in 

 2           those charging stations.  

 3                  But we will be happy to share the 

 4           Educational Conference Board positions, and I 

 5           know Dave has a position as well, with the 

 6           entire leadership here. 

 7                  CHAIRMAN PRETLOW:  Appreciate that.  

 8                  Thank you all very much. 

 9                  CHAIRWOMAN KRUEGER:  Thank you.

10                  CHAIRMAN PRETLOW:  Panel D?

11                  (Off the record.)

12                  CHAIRMAN PRETLOW:  Good evening, 

13           everyone.

14                  CHAIRWOMAN KRUEGER:  Good evening.

15                  CHAIRMAN PRETLOW:  How do we want to 

16           start this?  In the order that they're on the 

17           list?  That works. 

18                  DR. KAPPEN:  Good afternoon, and thank 

19           you for allowing the 4201 Schools Association 

20           to share some information about our concerns 

21           related to the budget.  

22                  First, I want to thank you for all the 

23           support that you've given to the 4201 schools 

24           over the years.  As you know, we represent 


                                                                   496

 1           11 schools throughout the State of New York 

 2           serving children who are deaf, blind, and 

 3           children with severe physical disabilities.  

 4                  I don't know how much I can say to 

 5           thank you for all you've done for us over the 

 6           years in supporting our students and their 

 7           growth and their achievements.  And that's 

 8           really what we're about at our specialized 

 9           schools, would be achievements for our 

10           children.

11                  We are thankful in the Governor's 

12           budget that we at least received level 

13           funding.  But this really isn't what we 

14           really need to be able to grow and provide 

15           the services for our children.  

16                  So growth is important to us, and you 

17           may ask why.  Our schools are changing.  Many 

18           of the children that come to our schools have 

19           additional disabilities to their vision, 

20           their hearing disabilities, or their physical 

21           disabilities.  We also have many more 

22           children coming to our schools from 

23           non-native-English- speaking families.  So 

24           they're bringing us those additional needs 


                                                                   497

 1           for education in their curriculum.  

 2                  With the additional disabilities for 

 3           our children, they need additional support -- 

 4           occupational therapy, physical therapy, 

 5           speech therapy.  All of these specialized 

 6           services are coming at an increased cost.  

 7           These are premium jobs to be able to have the 

 8           children receive those services.  

 9                  Other things that we're noticing that 

10           are rising up our costs would also be the 

11           technology needs of our students.  We know 

12           that technology is something that every child 

13           needs to be literate and to be able to get a 

14           competitive job in the future.  And our 

15           children probably need those technology 

16           opportunities more than anyone, to be able to 

17           have either assisted technology or the 

18           adaptive equipment to be able to be on equal 

19           playing fields with their sighted and their 

20           non-deaf peers as well as children without 

21           physical disabilities.  

22                  We also need to support our staff.  To 

23           be able to have the outcomes that we have at 

24           our schools, we need specialized staff, 


                                                                   498

 1           highly trained teachers to be able to work 

 2           with the students.  

 3                  One area that we have a great problem 

 4           with:  We do have those teachers.  Either 

 5           they come to us with the training, we provide 

 6           more training to them, and they're highly 

 7           regarded in other districts.  I can tell you 

 8           we have the report where teachers are 

 9           recruited at an IEP meeting at a school 

10           district to come to their school, because 

11           that school district can pay more money to 

12           the teacher that provides the services to the 

13           children.  

14                  So we need to be able to pay our 

15           teachers, our teacher assistants, and the 

16           other specialists in our school for the hard 

17           work that they do for our children.  So 

18           salary growth is really important for our 

19           particular students as well. 

20                  CHAIRMAN PRETLOW:  {Mic off.}

21                  MR. LOPEZ:  Sure.  My name is John 

22           Lopez.  I'm the president of the New York 

23           State Coalition of 853 Schools and executive 

24           director at Devereux New York.  


                                                                   499

 1                  MR. REBELL:  Hi, I'm Michael Rebell.  

 2           I'm a professor and executive director of the 

 3           Center for Educational Equity at Teachers 

 4           College, Columbia University. 

 5                  MS. LEVINE:  I'm Randi Levine.  I'm 

 6           policy director at Advocates for Children of 

 7           New York.  

 8                  DR. SANDMAN:  I'm Dr. David Sandman, 

 9           president and CEO of the New York Health 

10           Foundation. 

11                  DR. KAPPEN:  Bernadette Kappen from 

12           the New York Institute for Special Education.  

13           I'm the co-chair of the 4201 Schools 

14           Association.

15                  CHAIRMAN PRETLOW:  Thank you.  

16                  MR. LOPEZ:  Chairs, other members of 

17           the Legislature here today, thank you for the 

18           opportunity to address you tonight.  

19                  As I said, my name is John Lopez, 

20           president of the 853 School Coalition.  The 

21           coalition represents approved private, 

22           not-for-profit, school-age special education 

23           and school programs serving public school 

24           districts' students with needs that are 


                                                                   500

 1           unable to be met within their own district.  

 2                  We appreciate the support that the 

 3           Regents, State Education, the Governor, and 

 4           the Legislature have demonstrated over the 

 5           years for students with disabilities, 

 6           providing investments to our school rates and 

 7           rate methodology redesign.  

 8                  The coalition supports the Board of 

 9           Regents' recommendation providing annual 

10           growth to the special education schools, 

11           aligning the growth factor and the 

12           methodology with the Consumer Price Index, 

13           which is estimated at 3.1 percent for the 

14           upcoming year.  Qualified teachers and 

15           clinicians, as you've heard throughout the 

16           day, are essential for the success of all 

17           students, especially those with disabilities.  

18                  Many schools struggle with recruitment 

19           and retention.  The average reported vacancy 

20           rate among 853 schools for teachers was 

21           around a staggering 36 percent.  For 

22           certified teaching assistants, it was around 

23           30 percent.

24                  Staffing challenges impact the quality 


                                                                   501

 1           of services as well as the number of students 

 2           that we can take and support in our schools.  

 3           A survey of 853 school providers found that 

 4           50 classrooms were reported closed due to 

 5           lack of staffing.

 6                  To address these workforce challenges, 

 7           the coalition recommends investing 

 8           $15 million across three proposals:  

 9           Increasing the Excessive Teacher Turnover 

10           Prevention Program, or ETTP, by an additional 

11           $5 million.  Investing another $5 million to 

12           expand the list of eligible staff under the 

13           ETTP programs to include teaching assistants, 

14           aides, licensed clinicians, and related 

15           service providers.  Additionally, improving 

16           the pipeline of teachers through a $5 million 

17           investment targeted to support residency at 

18           853 programs through the Department of 

19           Labor's Teacher Residency Program.  

20                  These investments will ensure 

21           equitable access to quality educators for our 

22           students.  

23                  The Executive Budget proposal includes 

24           continued and dedicated capital funding for 


                                                                   502

 1           other similar settings like state-operated 

 2           4201 and specialized schools.  Unfortunately, 

 3           there is no such dedicated funding program 

 4           for 853 schools.  The coalition recommends 

 5           the creation of an 853 school infrastructure 

 6           capital investment fund modeled after this 

 7           not-for-profit infrastructure investment 

 8           fund, with the investment of $60 million.

 9                  Finally, State Education, through an 

10           opinion of counsel, recommended but did not 

11           require districts to continue special 

12           education services through the end of the 

13           school year in which a student turns 22.  

14           Aligning state law to those recommendations 

15           is critical in supporting districts, and the 

16           coalition supports the Regents' state aid 

17           proposal of providing 65.4 million in state 

18           support for the continuation of free 

19           appropriate education for the full school 

20           year a student turns 22.

21                  Thank you for your continued support 

22           of students and families and staff.

23                  MR. REBELL:  Okay.  Ladies and 

24           gentlemen, this year Governor Hochul has 


                                                                   503

 1           proposed a $1.7 billion increase, which many 

 2           people have found to be more than expected.  

 3           But let's be very frank about what the 

 4           Governor is doing with this proposal.  She is 

 5           throwing money at a Foundation Aid formula 

 6           that's 19 years old, that everybody knows is 

 7           totally outmoded, that is not meeting current 

 8           student needs.  

 9                  And she's doing it in a year when we 

10           actually have a surplus in this state.  

11           What's going to be happening next year?  The 

12           year after?  What we're doing is patching up 

13           an unworkable system and not confronting the 

14           problem.

15                  Now, she did authorize the 

16           Rockefeller Institute to do an analysis, and 

17           we've heard many references to that analysis.  

18           What did they find?  Well, their summary was 

19           there's no doubt the Foundation Aid formula 

20           needs to change from its current state.  It 

21           uses old, outdated information that does not 

22           reflect today's student population.  It uses 

23           outmoded modeling, and it reflects an 

24           antiquated concept of what public school 


                                                                   504

 1           districts are expected to do, how student 

 2           success is defined, and how that achievement 

 3           is measured.

 4                  In short, we need a new formula.  We 

 5           don't need patchwork on an outdated, unusable 

 6           old system.  

 7                  Now, why didn't the Rockefeller 

 8           Institute come up with a proposal for a new 

 9           formula?  Well, they were precluded from 

10           doing so.  Their charge said you can't put 

11           this together and give us a new formula even 

12           though everybody knows that is what we need.  

13           State aid has asked this body for three years 

14           to give them an appropriation to develop that 

15           formula, and I commend the Legislature 

16           because last year in the one-house bills you 

17           approved that appropriation.  But the 

18           Governor vetoed it.  

19                  Now, I notice that Commissioner Rosa 

20           has not renewed that request.  She realizes 

21           the Governor's not going to let them do it.

22                  Ladies and gentlemen, it's got to be 

23           done.  What you're doing now in perpetuating 

24           this formula is unconstitutional.  The Court 


                                                                   505

 1           of Appeals has ruled in the CFE case that the 

 2           Constitution requires the Legislature every 

 3           year to systematically review how many 

 4           dollars do you need to provide all kids in 

 5           the state the opportunity for a sound, basic 

 6           education.

 7                  The Governor has not done that.  And 

 8           with all due respect, the Legislature can't 

 9           do it without a thorough study of what all 

10           the kids need.

11                  Now, our institute at Teachers 

12           College, when we saw this problem, we saw the 

13           need, we raised foundation funds and we 

14           started developing the new formula with the 

15           aid of the American Institutes for Research, 

16           a very well regarded national research firm.  

17           What we want to do now is finish the job.  

18                  We can get you a new formula, 

19           objectively put together by next December so 

20           you can consider it for next year.  

21                  We need two things from you.  We need 

22           cooperation on the methodology, we want to 

23           know whether the successful schools method, 

24           other methods people talk about, is the route 


                                                                   506

 1           the Legislature wants us to go.

 2                  And quite frankly --

 3                  CHAIRMAN PRETLOW:  Thank you.

 4                  MR. REBELL:  -- the second phase is 

 5           going to cost us more money --

 6                  CHAIRMAN PRETLOW:  Thank you.

 7                  MR. REBELL:  -- and we would 

 8           appreciate a legislative appropriation to 

 9           help us finish this job.

10                  MS. LEVINE:  Thank you for the 

11           opportunity to speak with you.  My name is 

12           Randi Levine.  I'm policy director at 

13           Advocates for Children of New York.  

14                  We appreciate that Governor Hochul and 

15           the Legislature fully funded the 

16           Foundation Aid formula in 2023 for the first 

17           time.  Now we are joining with more than 

18           120 organizations in saying that updates to 

19           the formula are sorely needed, and that we 

20           are deeply concerned that the limited changes 

21           in the Executive Budget proposal failed to 

22           fully capture the needs of students or 

23           variations in regional costs and would result 

24           in New York City schools receiving 


                                                                   507

 1           $350 million less to meet the needs of 

 2           low-income students than the amount they 

 3           would receive if these changes would were not 

 4           made.

 5                  In particular, while we support the 

 6           Governor's proposal to replace the free and 

 7           reduced-price lunch metric with the broader 

 8           measure of economically disadvantaged 

 9           students, we are concerned about updating the 

10           poverty metric using census data based solely 

11           on the federal poverty guidelines.

12                  The current federal poverty threshold 

13           for a family of four is just $32,150.  Trying 

14           to make ends meet on $32,000 for a family of 

15           four looks very different in the five 

16           boroughs than elsewhere in the state, but the 

17           proposal does not take into account these 

18           differences.

19                  Echoing others, the state should 

20           update the Regional Cost Index, as 

21           recommended by the Board of Regents and the 

22           Rockefeller Institute.  The RCI is supposed 

23           to account for differences in wages in 

24           different parts of the state but has not been 


                                                                   508

 1           updated since 2006.

 2                  The state should add a weight for 

 3           students in temporary housing and students in 

 4           foster care, who have unique educational 

 5           needs that are currently not considered in 

 6           the formula.  Our written testimony has 

 7           additional Foundation Aid recommendations, 

 8           but the bottom line is that the formula is 

 9           supposed to result in equitable distribution 

10           of funding.

11                  The Legislature should not accept 

12           having New York City lose hundreds of 

13           millions of dollars when this is a district 

14           that has more than 146,000 students 

15           experiencing homelessness -- one in every 

16           eight -- and 700,000 economically 

17           disadvantaged students, three out of every 

18           four.  

19                  We're also calling for an ongoing 

20           review of the formula to make needed changes 

21           beyond this year and ensure the formula 

22           reflects the actual cost of providing a sound 

23           basic education to all students, especially 

24           those with the most needs.


                                                                   509

 1                  Our written testimony addresses other 

 2           areas as well, including our support for the 

 3           Board of Regents proposals to add 

 4           $2.3 million to support the state in 

 5           implementing proposed changes to graduation 

 6           measures, to add $65.4 million to help school 

 7           districts serve older students with 

 8           disabilities.  And to enact a statutory 

 9           mechanism to update state-approved preschool 

10           and school-age special education programs, 

11           tuition rates set annually by the 

12           Consumer Price Index.

13                  As I was sitting here today, an 

14           article went online stating that right now, 

15           today, 450 children are waiting for seats in 

16           their legally mandated preschool 

17           special-education classes in New York City 

18           alone.

19                  We look forward to working with you 

20           throughout the budget process.  Thank you for 

21           the opportunity to speak with you, and for 

22           your work.

23                  CHAIRMAN PRETLOW:  Thank you. 

24                  DR. SANDMAN:  Thank you all.


                                                                   510

 1                  I'm Dr. David Sandman, president and 

 2           CEO of the New York Health Foundation.  We 

 3           are a private, independent, and statewide 

 4           foundation that works to improve the health 

 5           of all New Yorkers.

 6                  Our Healthy Food, Healthy Lives 

 7           program works to link New Yorkers with the 

 8           food they need to thrive, and that includes 

 9           ensuring that all students have the food that 

10           they need to grow, to be healthy, and to 

11           learn, regardless of their family's income.  

12           We enthusiastically support universally free 

13           school meals for all students in New York 

14           State in schools that participate in the 

15           National School Lunch and School Breakfast 

16           programs.

17                  In 2017, New York City enacted free 

18           school lunch for all of its 1.1 million 

19           students, and in 2023 both houses of the 

20           Legislature supported full funding for 

21           universally free school meals statewide.  

22           That year's final enacted budget vastly 

23           expanded the program so that, today, about 

24           90 percent of all students are eligible.  


                                                                   511

 1                  That means we're close to the finish 

 2           line, but close is not good enough.  Too many 

 3           students are still left out, particularly 

 4           kids in smaller rural and suburban schools, 

 5           and especially so in the Hudson Valley, on 

 6           Long Island, and in Western New York.

 7                  A proposal in the Executive Budget is 

 8           a final step to closing those gaps.  It will 

 9           provide free school meals for an additional 

10           280,000 students and make healthy school 

11           meals truly universal.  Doing so will help 

12           save their families up to $165 per child per 

13           month, making New York more affordable.

14                  When school meals are universal, the 

15           stigma of getting free meals decreases and 

16           participation increases.  Universal school 

17           meals are often -- they're good for kids' 

18           well-being and health.  They are often the 

19           most reliable and the healthiest part of a 

20           child's diet.  

21                  We know that when students eat school 

22           meals they consume more fruits and 

23           vegetables, they have higher-quality diets 

24           overall.  But food-insecure students struggle 


                                                                   512

 1           to focus, they have lower school attendance, 

 2           and they face greater risks of mental health 

 3           issues.  

 4                  Universal free meals also reduce the 

 5           administrative burden on schools so that they 

 6           can focus on educating children instead of 

 7           acting like bill collectors and chasing down 

 8           parents.

 9                  Finally, making school meals free for 

10           all is overwhelmingly popular.  Voters in 

11           New York want it.  A survey conducted by the 

12           foundation found that almost 90 percent of 

13           New York State residents, whether they have 

14           children or not, support healthy school meals 

15           for all.

16                  Food has historically been the one 

17           part of public education that discriminates 

18           by income.  That should change, and I 

19           encourage you to make free school meals truly 

20           universal and leave no one behind.  

21                  Thank you.

22                  CHAIRMAN PRETLOW:  Thank you, 

23           Mr. Sandman.

24                  Mr. Magnarelli? 


                                                                   513

 1                  Mr. Carroll? 

 2                  ASSEMBLYMAN CARROLL:  I pass.

 3                  CHAIRWOMAN KRUEGER:  Senator Mayer.  

 4                  SENATOR MAYER:  Sorry, I'm a perennial 

 5           here.

 6                  So first, to Dr. Kappen, I understand 

 7           you're retiring at the end of this year?

 8                  DR. KAPPEN:  I am.

 9                  SENATOR MAYER:  And you've been such a 

10           leader on this fight.  Congratulations to 

11           you, and thank you for being here.

12                  You mentioned supporting that 

13           $30 million capital -- my understanding in 

14           the past was the need far exceeds $30 million 

15           for capital for the schools in the coalition.  

16           Is that your understanding as well? 

17                  DR. KAPPEN:  The 30 million short-term 

18           capital was for, you know, emergency -- 

19           different repairs at the schools.  And we've 

20           had two rounds, and there is a third round 

21           proposed, and I know that Assemblyman Otis 

22           was really pushing that it move along.  

23           Because, as you know, most of our schools are 

24           old.  I mean, anywhere from 200 to 100 years 


                                                                   514

 1           old, so that we really do need to keep the 

 2           schools safe.

 3                  SENATOR MAYER:  Right.

 4                  DR. KAPPEN:  And then the other is 

 5           really a capital investment for workforce.  

 6           And that goes back to my comment before about 

 7           the salaries with the teachers.

 8                  SENATOR MAYER:  Yeah.  I'm familiar 

 9           with that.

10                  DR. KAPPEN:  If there could be, over a 

11           three-year period of time, a project that 

12           we're able to work on getting the salaries to 

13           be more competitive so that we're not having 

14           the teachers leaving us, going to school 

15           districts or to BOCES.

16                  SENATOR MAYER:  Okay.  Thank you.

17                  John, you have in your testimony about 

18           the FAPE, the 22-year-old requirement. Right 

19           now your schools are required, basically, to 

20           educate these students until 22, but there's 

21           no reimbursement for you between 21 and 22.  

22           How are you managing them?

23                  MR. LOPEZ:  Some districts are 

24           forthcoming and able to pay, others just 


                                                                   515

 1           aren't able to secure that, so they're either 

 2           making the decision to end education the day 

 3           after their 22nd birthday -- which is just 

 4           disruptive to families and the student and 

 5           their education programs.

 6                  SENATOR MAYER:  It seems not right, 

 7           shall I say, that the Constitution requires 

 8           to 22, and the state won't pay for you to 

 9           provide to age 22.  So, you know, I think 

10           you're going to have to keep fighting that 

11           fight.

12                  The next thing I just wanted to ask 

13           Randi is on the 4410 preschool special ed.  

14           The study is sort of years away from 

15           completion, and meanwhile we know statewide 

16           these 4410s are under tremendous fiscal 

17           pressure.

18                  You're seeking a special ed CPI 

19           increase to the rate now?

20                  MS. LEVINE:  Our written testimony has 

21           a few different recommendations.  We want to 

22           make sure that programs continue to receive 

23           the rate increases that they need, and that 

24           includes valuation agencies as well as 


                                                                   516

 1           certainly other recommendations that could 

 2           help ensure that they stay fiscally viable 

 3           while we wait for the conclusion of that 

 4           study.

 5                  SENATOR MAYER:  Thank you.

 6                  Mr. Rebell, I'll follow up with you.  

 7           I ran out of time.

 8                  CHAIRMAN PRETLOW:  Assemblyman Smith.

 9                  ASSEMBLYMAN SMITH:  Mr. Rebell, I 

10           actually want to follow up with you as well.  

11           So maybe that will dovetail into some of -- 

12           so I will say, as someone who read through 

13           the Rockefeller Institute's study that they 

14           put together the day it came out, I was eager 

15           to see what their recommendations were.

16                  I didn't like all the recommendations, 

17           but I think they did a very thorough job in a 

18           very short amount of time.  Can you speak a 

19           little more about that?  Because I'm very 

20           interested, but I realize, you know, you 

21           wouldn't need resources to look at something.  

22           But, you know, the argument would be we just 

23           spent $2 million to look at that.  

24                  MR. REBELL:  Basically, they came 


                                                                   517

 1           up -- we counted, they came up with 

 2           32 different areas that needed to be 

 3           analyzed.  And in most of them, they made 

 4           recommendations.  We -- we think all of those 

 5           are worth looking into.  I'm not going to say 

 6           what we agree with or what we don't agree 

 7           with.  We want to study them.  

 8                  And the major point is, as several 

 9           people said in earlier testimony, you can't 

10           look at these things in isolation.  You know, 

11           New York City came up here and said, Okay, 

12           you corrected the 2000 Census out-of-date 

13           aspect of it, great, but that hurt us.  On 

14           the other hand, you didn't do anything about 

15           the Regional Cost Index, which would have 

16           helped us.  

17                  That's the way you put together a 

18           formula.  You have to look at it as a whole, 

19           and you try to make a formula that's going to 

20           be good for everybody in the state.  We did 

21           that with the Foundation Aid formula in 2006.

22                  You know, I was the attorney in the 

23           CFE case.  We worked with State Ed, we worked 

24           with the Legislature.  We had an 82-1 vote in 


                                                                   518

 1           the Senate.  There was such powerful support 

 2           for it.

 3                  So when you look at it in a holistic 

 4           way, you can get the job done.  And because 

 5           we believe in this, and because I'm committed 

 6           to this, we went out and raised foundation 

 7           money, we started developing this formula.

 8                  Having the Rockefeller information is 

 9           very helpful.  It can help us speed up.  What 

10           I'm looking for is a conversation with the 

11           Education Committees, others who are 

12           interested.  We want to talk about some of 

13           the methodology.

14                  You know, we're an independent 

15           university.  We're not beholden to anyone, 

16           but we're trying to meet the needs of 

17           everyone.  We've hired the best -- I think 

18           the best experts in the country, who have 

19           done this in other states.  We want to put 

20           together something we can give you this time 

21           next year so you can look at a holistic 

22           formula.  

23                  And, you know, you'll play around with 

24           it, but you'll play around with something 


                                                                   519

 1           that has looked at everything, that's giving 

 2           you what the latest thinking is on mental 

 3           health, on all these other things you've got 

 4           to look at.  And it can be done in a year.

 5                  What the Governor's done is kicked the 

 6           can down the road.  And it can't be kicked 

 7           anymore.  It's just -- you heard so many 

 8           comments today that it didn't look into this, 

 9           it didn't look into that.

10                  ASSEMBLYMAN SMITH:  I will say, giving 

11           six months to do the job -- and I felt that 

12           their conclusions were very blunt in certain 

13           regards, and I was a bit surprised at that. 

14                  But I do think, you know, if you saw 

15           my annotated version, you'd see that I liked 

16           all the areas where we're giving an increase 

17           in aid, but that the areas that cut aid I 

18           didn't really like.  But you have to look at 

19           it as a formula, the holistic formula.  

20                  MR. REBELL:  What I'd love to do is 

21           get into a discussion about what aspects of 

22           the Rockefeller report the Legislature thinks 

23           are most important to dig into.  

24                  We've got this expertise.  We've 


                                                                   520

 1           already done all the statistical analysis of 

 2           how the equity issues and the outcome -- 

 3                  CHAIRMAN PRETLOW:  Thank you.  Thank 

 4           you, Mr. Rebell.

 5                  Senator?  

 6                  MR. REBELL:  Okay.  Sorry.

 7                  SENATOR LIU:  Thank you, Madam Chair.  

 8                  I want to join Senator Mayer in 

 9           thanking Dr. Kaplan and John Lopez for the 

10           work that the two of you do and your member 

11           schools do.  I mean, it's just incredible.  

12           And we're always trying to push for more, and 

13           sometimes we see it succeed a little bit.  

14           Most of the time we fail miserably.  But 

15           we'll keep trying.  Thank you for your work.

16                  DR. KAPLAN:  I appreciate it.

17                  MR. LOPEZ:  Thank you.

18                  SENATOR LIU:  Randi, thank you for 

19           always telling me what to do and say, and I 

20           will continue to do so.

21                  David, thank you for supporting the 

22           meals effort.  Many of us in the Legislature 

23           feel exactly the same way, and we're happy 

24           that this year's budget goes longer towards 


                                                                   521

 1           that. 

 2                  Now, Michael, I'm going to kind of 

 3           continue where Shelley left off.  You don't 

 4           just want to just have a discussion, right?  

 5           You need something to have that discussion.  

 6           Now, you mentioned two things you needed from 

 7           the Legislature before.  Right?  You 

 8           actually -- aren't you Legislature for 10 

 9           million things? 

10                  MR. REBELL:  No.

11                  SENATOR LIU:  No?

12                  MR. REBELL:  We're looking for about 1 

13           million.  

14                  Are we looking for 10 million things?  

15           I'm looking for input on how we can finish 

16           developing this thing.  And, quite frankly, 

17           we've raised a lot of Foundation Aid money, 

18           but we need more.  And I know the Legislature 

19           has mechanisms for making grants to 

20           universities and all.  I'd like to talk to 

21           people about that possibility in the context 

22           of telling you what we can do, what input we 

23           think would speed up the job if we got a 

24           focus on some of the methodologies, like 


                                                                   522

 1           whether we should use these successful 

 2           schools, or we think there are better 

 3           methods.  

 4                  But we know in advance that the 

 5           Legislature would prefer doing it this way 

 6           rather than that way, rather than wasting our 

 7           time or giving you something that would be 

 8           rejected next year, we'd like to see if we 

 9           can talk through the methodologies and then 

10           go ahead and finish the job.  And --

11                  (Overtalk.)

12                  SENATOR LIU:  Well, we've already 

13           invested 2 million in the Rockefeller 

14           Institute study, which is more than what I 

15           think many of us here were expecting to, 

16           given that the State Education Department 

17           asked for just under 1 million to do the 

18           study.

19                  MR. REBELL:  Right.

20                  SENATOR LIU:  They went ahead and 

21           did -- it seemed like they did a lot of the 

22           study anyway.  And they put forth 

23           recommendations.  What do you think about the 

24           State Education Department's recommendations? 


                                                                   523

 1                  MR. REBELL:  Well, in general, I think 

 2           that the State Ed Department is going in the 

 3           right direction.  I'm not going to endorse 

 4           any specific proposals they've made.  But I 

 5           agree with the commissioner, and I've talked 

 6           to the commissioner, and she's supporting 

 7           what we're doing.  And if we can go ahead 

 8           with this, I know they'll give us their 

 9           support, they'll work with us. 

10                  We want to do a lot of statewide 

11           public engagement.  I would prefer the 

12           professional judgment method, which -- 

13                  SENATOR LIU:  The Rockefeller 

14           Institute already did that, the statewide -- 

15                  MR. REBELL:  We haven't done those -- 

16           we haven't done those panels.  We did the 

17           statistical analysis part.

18                  CHAIRMAN PRETLOW:  Thank you very 

19           much.

20                  Assemblyman Ra.

21                  ASSEMBLYMAN RA:  Thank you.  

22                  Dr. Kappen, thank you for your 

23           longtime advocacy.  So you're following 

24           Mr. Kelly's lead into retirement.


                                                                   524

 1                  DR. KAPPEN:  That's right.

 2                  ASSEMBLYMAN RA:  So just on the 

 3           capital side in particular, I know we're 

 4           talking about emergency capital needs, but I 

 5           have been to many 4201 schools -- and I will 

 6           ask you the same regarding the 853s.  I know 

 7           in the past maybe you've come forward with a 

 8           figure of what you think the capital needs of 

 9           these schools are in terms of all the things 

10           that we're experiencing in all of these 

11           buildings that are many years old.  

12                  Do you have any figures with regard to 

13           that? 

14                  DR. KAPPEN:  Well, we've gone after 

15           that 30 million, which is the number we've 

16           gotten.  But, you know, I think when we talk 

17           about it, just even this last round of 

18           numbers, people put in way more than the 

19           30 million.  And people got some of what they 

20           asked, not all of it, so that the needs are 

21           still there.  And some of the needs are 

22           great.  It could be boilers, it could be 

23           roof -- they're all health and safety issues.  

24           They're not really anything to do with 


                                                                   525

 1           cosmetic or modernizing or prettying the 

 2           place.  It's to make the environment safe.

 3                  So I think in some ways it could be 

 4           over 100, you know, when you look at all the 

 5           needs of the various schools.  And again, 

 6           with the population of children changing at 

 7           some of the schools, there's probably a need 

 8           for more accessibility that you would need to 

 9           create for ramps, for door openers, those 

10           kinds of things, to keep the environment 

11           safe.

12                  So as I said, we're really 

13           appreciative and it's been a big help.  This 

14           last go-around, to have that 5 million held 

15           back out of the 30, the first time the 30 was 

16           released, they held back 5 million now for 

17           emergencies, so that if something popped up, 

18           you would be able to apply for that.  That's 

19           positive.  

20                  And now we're waiting for the 

21           guidelines for the third round to see what 

22           will happen there.

23                  ASSEMBLYMAN RA:  Mr. Lopez, if you 

24           want to counter on that as well.


                                                                   526

 1                  MR. LOPEZ:  Yeah, we've not canvassed 

 2           the schools to see what specific needs and -- 

 3           to get a shopping list.  But we modded off 

 4           the investments that were done with the 4201 

 5           and looked at the scope of our schools and 

 6           kind of came up with that 60 million number.

 7                  ASSEMBLYMAN RA:  And then one other 

 8           question for you as well.  You know, this 

 9           came up with the commissioner talking about 

10           the rate methodology study.  Obviously we're 

11           still several years away from that.  

12                  So how important is it that we have 

13           some type of interim way to provide 

14           additional resources to your schools? 

15                  MR. LOPEZ:  It's absolutely critical.  

16           I mean, you know, we've seen, you know, a 

17           couple years of significant investment, which 

18           is great.  But that's following, you know, a 

19           drought of investment.  And so that's kept us 

20           afloat, but we can't, you know, lag behind 

21           while we're waiting several years for the 

22           methodology.

23                  It would be great if that's done 

24           quicker but, you know, we want it done right, 


                                                                   527

 1           too.  So we're not in any way saying it needs 

 2           to be rushed.  But we'll get them.

 3                  ASSEMBLYMAN RA:  Thank you all.

 4                  CHAIRMAN PRETLOW:  Senator?

 5                  CHAIRWOMAN KRUEGER:  No other 

 6           Senators.

 7                  CHAIRMAN PRETLOW:  Assemblyman Otis. 

 8                  ASSEMBLYMAN OTIS:  Thank you.  

 9                  Thank you, 4201 and 853s.  And, you 

10           know, beyond the capital needs, which we have 

11           talked about -- big priority -- the concern 

12           with Special Act school districts also has to 

13           be to make sure these districts are able to 

14           function on an annual basis, operating 

15           expenses.  We've lost schools over the years 

16           around the state, which means there are kids 

17           that are not having their needs met.  

18                  So I think we all need to stay at it 

19           and be aware of those needs.  So thank you, 

20           and we'll stay at it.  I'll go with that.  

21                  Mike Rebell, great to see you.  And 

22           you're sort of like the guardian angel of 

23           school funding.  And good to see you again.  

24                  I think the other piece of the element 


                                                                   528

 1           that everyone has to understand is when we 

 2           get to a formula, it's going to cost more 

 3           money than the normal increases we get or 

 4           that -- even when we've gotten bigger 

 5           increases.  And we should get comfortable 

 6           with that, because what it means is that when 

 7           we reassign where money needs to go and try 

 8           to upgrade areas where there's a shortfall, 

 9           the reality is there isn't a district in the 

10           state that's doing everything they should be 

11           doing anyway.  But it's going to cost more 

12           money, and -- so this is sort of my warning 

13           or reality check to everybody to get a little 

14           comfortable with that when a formula gets 

15           worked out. 

16                  But your comments on -- anything else 

17           you want to add?  You already said part of 

18           this in the other answers.

19                  MR. REBELL:  Yeah, just two quick 

20           things.  Probably it will cost more money, 

21           but I do think in doing a total look at this 

22           we're probably going to come up with some 

23           unnecessary state mandates, some ways to save 

24           money.   So it may not be as much as you 


                                                                   529

 1           might imagine.  

 2                  And in any event, if there is going to 

 3           be an increase -- last time we talked about a 

 4           four-year phase in.  Unfortunately, it took 

 5           17 years.  But I hope there won't be that 

 6           kind of delay.  But it doesn't all get hit at 

 7           once, and we would agree that it should be 

 8           phased in.

 9                  ASSEMBLYMAN OTIS:  Thank you.  Thank 

10           you for your decades of great work on that.

11                  MR. REBELL:  Thank you.

12                  CHAIRMAN PRETLOW:  Assemblywoman 

13           Simon.

14                  ASSEMBLYWOMAN SIMON:  Thank you.  

15                  I appreciate your testimony, and 

16           always good to hear from you about the needs 

17           of your schools, which we have never met.

18                  One of the points -- and I would love 

19           to engage in that conversation, Mr. Rebell, 

20           by the way.  But I did want to just ask a 

21           follow-up, because one of the recommendations 

22           that you made, Ms. Levine, was to invest in 

23           the high-dosage tutoring.  It's always 

24           unclear to me what we mean by that, like what 


                                                                   530

 1           high-intensity tutoring is.  

 2                  What are people -- what kind of 

 3           tutoring, and how is it being delivered, and 

 4           who is it being delivered by?  Particularly 

 5           when I think of literacy, for example, and 

 6           the folks that are doing that and whether or 

 7           not they in fact are trained in the science 

 8           of reading, have those skills, et cetera.  

 9                  Can you shed some light on that? 

10                  MS. LEVINE:  I think we want to make 

11           sure that any new investment goes to 

12           intervention that is going to be effective.  

13           And that follows the research of what we know 

14           works.  

15                  In New York City we've been glad to 

16           see NYC Reads and the changes in the 

17           curriculum.  There's definitely much more 

18           work to do there.  And at Advocates for 

19           Children, we still get many calls from 

20           families whose children are struggling to 

21           read who maybe need more help than the new 

22           curriculum provides or are now older and 

23           never got those foundational literacy skills 

24           and are looking to get help -- small-group or 


                                                                   531

 1           one-on-one tutoring within the public school 

 2           system -- and too often we can't find that.

 3                  So we'd love to see that extended.

 4                  ASSEMBLYWOMAN SIMON:  So in your mind 

 5           the request would support providing this 

 6           tutoring to students, for example, for whom 

 7           whatever's happening in the public schools is 

 8           not sufficient, or because they're older.  

 9           And does it include, you know, for example, 

10           training?  There are people who could do this 

11           tutoring if they had some additional support 

12           and training.  

13                  Is that also built into what your 

14           request is? 

15                  MS. LEVINE:  The training is clearly a 

16           critical component.  We want to ensure that 

17           the folks who are delivering this tutoring 

18           understand the science of reading and are 

19           using intervention approaches that work.

20                  ASSEMBLYWOMAN SIMON:  And do you -- or 

21           I don't mean you personally -- but obviously 

22           have a cadre of people who are available to 

23           do this tutoring? 

24                  MS. LEVINE:  Yeah, I don't think --


                                                                   532

 1                  ASSEMBLYWOMAN SIMON:  To me, it's like 

 2           one of those things -- we keep talking about 

 3           this as kind of buzzwordy, and I want to make 

 4           sure there's -- I want to know what we're 

 5           doing.

 6                  MS. LEVINE:  And let me say that this 

 7           is a request that is being made by a 

 8           coalition, so not just us.  There are many 

 9           folks who are discussing how to do this most 

10           effectively.  And there are already -- in 

11           certain districts some of this is already 

12           happening.  We're going to need more, whether 

13           that is --

14                  CHAIRMAN PRETLOW:  Thank you very much 

15           for your testimony.

16                  ASSEMBLYWOMAN SIMON:  Thank you.  

17                  CHAIRMAN PRETLOW:  There are no other 

18           people to ask questions.

19                  I just have a couple of comments and a 

20           quick question.  

21                  First, I'm happy to see that the 

22           Governor is recognizing the special ed school 

23           districts and we have to do a little less 

24           fighting to get more funding for you, even 


                                                                   533

 1           though we'll still try to get more.

 2                  And I guess I have one question for 

 3           Mr. Rebell, who wants to revamp the formula.  

 4           You know, currently the school aid formula is 

 5           based on the average wealth of the state.  

 6           And then they take the wealth of a district 

 7           and, if it's above the average wealth, it's a 

 8           little school aid.  If it's below, they get a 

 9           lot of school aid.

10                  In your mind, do you think that there 

11           should be different criteria used? 

12                  MR. REBELL:  Well, that's the basic 

13           model that most progressive states use.  Yes, 

14           you should vary the amount of state aid based 

15           on the wealth of the particular -- 

16                  CHAIRMAN PRETLOW:  That's what it does 

17           now.  And then it kind of reconfigures it, 

18           trying to help districts that need more money 

19           that don't fit into the formula, and that's 

20           why it's the hodgepodge that it is now.  

21                  And I kind of think the problem with 

22           doing a new formula is the same problem that 

23           comes up when a community thinks about 

24           reassessing their property.  You know, it's a 


                                                                   534

 1           third, a third, and a third.  If you do a 

 2           re-val in any community, generally what 

 3           happens is a third of the people's property 

 4           taxes go up, a third go down, a third stay 

 5           the same.  

 6                  And one of the reasons that you don't 

 7           want to do that is because the ones that go 

 8           down are usually your poorer districts in 

 9           your community.  And then you'd have to raise 

10           them to equalize everybody, and that's where 

11           the problems lie.  

12                  And I think what happens with the 

13           school aid formula -- if we change it, 

14           several districts would have to go down.  And 

15           we don't want to lower any school district, 

16           no matter what its wealth is, as evidenced by 

17           the Governor now putting in a 2 percent 

18           hold-harmless on all school districts.

19                  So if we did a new school formula, 

20           some districts would definitely go up, some 

21           would go up by quite a bit.  I can guarantee 

22           you that several, out of the 600-and-some 

23           school districts that we have, would be 

24           necessitated to go into a reduction because 


                                                                   535

 1           of a new formula.  So rather than go through 

 2           that fight they just don't do a new formula.

 3                  MR. REBELL:  Well, I'll tell you -- 

 4           and look, we could get into the economics of 

 5           what the overall budget situation is for the 

 6           state.  

 7                  But when we adopted the Foundation Aid 

 8           formula in 2007, there was a hold-harmless 

 9           for the wealthy districts, and the 

10           underfunded districts got an average of a 

11           15 percent increase per year over a four-year 

12           phase-in, which really didn't fully happen.

13                  Now, I agree there was more money 

14           available at that time.  But you can set up a 

15           formula; if the Legislature is willing to put 

16           the funding into it, yes, we can hold the 

17           wealthy districts harmless and we can really 

18           look to the needs of those who need a lot 

19           more.  There are various ways of doing it.

20                  Whatever way you do it, though, it 

21           should look to current student needs and it 

22           should be constitutional.  And we're not 

23           doing either with using a 19-year-old 

24           outdated formula.


                                                                   536

 1                  CHAIRMAN PRETLOW:  I have to cut 

 2           myself off.  Thank you.  Thank you very much.

 3                  MR. REBELL:  Okay.

 4                  CHAIRMAN PRETLOW:  Thank you all for 

 5           your testimony.

 6                  We now want to put up Panel E.  

 7                  (Pause.)

 8                  CHAIRMAN PRETLOW:  Good evening, 

 9           everyone.  Good evening, everyone.  

10                  Before we begin, for the individuals 

11           in the booth up there, could everyone just 

12           introduce themselves and give your title and 

13           your name before we start the testimony?  

14                  MR. PRIME:  Sure.  My name is Max 

15           Prime.  I'm the director of government 

16           relations and advocacy for the New York 

17           Library Association.

18                  MS. COCHRAN:  Hi, my name is 

19           Catherine Cochran.  I'm a policy associate at 

20           the Center for Science in the Public 

21           Interest.

22                  MS. PINO-GOODSPEED:  Hi, I'm Jessica 

23           Pino-Goodspeed.  I'm here on behalf of the 

24           Healthy School Meals for All New York Kids 


                                                                   537

 1           Coalition.

 2                  MS. BARNETT:  My name is Claire 

 3           Barnett.  I'm the executive director of 

 4           Healthy Schools Network.  And I'm going to 

 5           talk to you about two things that didn't come 

 6           up in the budget and didn't come up in 

 7           today's conversation.  Thank you.

 8                  CHAIRMAN PRETLOW:  Okay.  Okay, who's 

 9           first?

10                  MR. PRIME:  I'll go ahead.

11                  CHAIRMAN PRETLOW:  Oh, who's on first, 

12           okay.

13                  MR. PRIME:  Good afternoon.  My name 

14           is Max Prime, and I have the privilege of 

15           serving the New York Library Association as 

16           their director of government relations and 

17           advocacy.  

18                  Thank you for providing me with the 

19           opportunity to testify today on behalf of our 

20           state's libraries, library systems, and more 

21           than 10 million New Yorkers who hold library 

22           cards.

23                  I begin by thanking Governor Hochul 

24           for a second consecutive Executive Budget 


                                                                   538

 1           featuring increased state aid to libraries 

 2           and dedicated funding for NOVELny, while 

 3           lamenting her proposal to substantially cut 

 4           library construction aid.  To that end, this 

 5           year's Executive Budget includes 104.6 

 6           million for State Library Aid, 34 million for 

 7           Library Construction Aid, and $3 million for 

 8           NOVELny.  

 9                  New York's library community is 

10           grateful to both the Legislature and 

11           Governor Hochul for recognizing the need for 

12           investment in our state's libraries and 

13           library infrastructure, but the allocations 

14           proposed remain insufficient.

15                  To that end, NYLA is requesting 

16           $176.8 million for State Library Aid, 

17           175 million for Library Construction Aid, 

18           $11.33 per pupil for Library Materials Aid, 

19           and $3.1 million for NOVELny.

20                  As for State Library Aid, the program 

21           is the primary source of funding for 

22           New York's library systems, which provide 

23           shared services and resources to each library 

24           in New York.  These system services ensure 


                                                                   539

 1           that every community and every New Yorker has 

 2           access to quality library materials and 

 3           services.  

 4                  Unfortunately, sustained underfunding 

 5           to the tune of over $207 million across three 

 6           decades has depleted services, degraded tech 

 7           assets, and diminished educational 

 8           programming.  And as such, New York's 

 9           libraries and systems require substantially 

10           greater investment if they are to weather the 

11           storm of rising operational costs, expensive 

12           intellectual freedom challenges, and emerging 

13           community needs. 

14                  This year's Executive Budget for 

15           Library Construction Aid features a 

16           regrettable return to the practice of 

17           proposing sharply reduced Library 

18           Construction Aid at the start of year and 

19           forcing the Legislature to identify and 

20           resecure that funding.  Despite statewide 

21           construction needs that, according to the 

22           State Library, have grown to a total of 

23           1.75 billion for the period spanning 2023 to 

24           2027, this year's proposal cuts existing 


                                                                   540

 1           funds by $10 million, or 22.7 percent.  

 2                  With each successive year of 

 3           underfunding the level of statewide need 

 4           continues to grow, our libraries continue to 

 5           age, the costs of, you know, fixing them and 

 6           what is there to be fixed go up, and the 

 7           issue metastasizes.

 8                  For Instructional Materials Aid we are 

 9           requesting, again, $ll.33 per pupil.  For our 

10           library materials, that level that is 

11           currently in law is $6.25.  It's been stuck 

12           there since 2007.  It was last done through 

13           Article VII legislation.  It's time to do it 

14           again.

15                  And for NOVELny we are requesting a 

16           small increase to $3.1 million from 

17           3 million, to account for increased costs 

18           there and not to have any interruption in the 

19           services and resources that are there.

20                  Our libraries and library systems are 

21           vital institutions of foundational and 

22           lifelong learning.  They advance literacy, 

23           promote equity in education, and bridge gaps 

24           in access to critical resources for 


                                                                   541

 1           vulnerable populations.  With adequate 

 2           funding, they can innovate and deliver the 

 3           services that we need for our patrons that 

 4           keep emerging.  Without it, they'll struggle 

 5           to actually deliver on the current services 

 6           they already provide.

 7                  CHAIRMAN PRETLOW:  Thank you.  

 8                  MS. COCHRAN:  Thank you, 

 9           Chair Krueger, Chair Pretlow, and members of 

10           the Senate Finance and Assembly Ways and 

11           Means committees for the opportunity to 

12           testify today.  

13                  I'm testifying on behalf of the Center 

14           for Science in the Public Interest.  We're a 

15           science-based consumer advocacy organization 

16           who's worked on school food and school safety 

17           for decades.

18                  As a member of the Healthy School 

19           Meals for All New York Kids Coalition, we 

20           strongly support providing free breakfast and 

21           free lunch to every New York student, as 

22           outlined in Assembly Bill 282 and Senate Bill 

23           594.  Additionally, we would like to thank 

24           the Legislature for its historic support of 


                                                                   542

 1           this critical proposal.

 2                  We're thrilled that in her fiscal year 

 3           2026 Executive Budget Governor Hochul 

 4           included funding to expand universal free 

 5           school meals statewide.  With this testimony, 

 6           CSPI urges the Legislature to ensure that 

 7           universal free school meals for all New York 

 8           students is fully funded in the final budget 

 9           for the following three reasons.

10                  First, this policy makes New York more 

11           affordable for families.  We know this policy 

12           will provide economic relief to New York 

13           families facing the high cost of living by 

14           saving families an estimated $165 on 

15           groceries per child each month.

16                  Second, universal free school meals 

17           promote nutrition, food security, and 

18           academic performance.  A systematic review 

19           examining free-meals-for-all policies found 

20           that they are positively associated with 

21           school meal participation and in many cases 

22           are positively associated with diet quality, 

23           food security, and academic performance.  In 

24           fact, research shows that in 2017 and 2018 


                                                                   543

 1           food consumed at school was the 

 2           highest-quality source of food for kids 

 3           compared to the nutritional quality of food 

 4           consumed from any other source, including 

 5           grocery stores and restaurants.

 6                  And finally, this policy has the 

 7           ability to advance equity.  Universal free 

 8           school meals provide assurance that all 

 9           children will receive free meals at school 

10           even if their family income fluctuates in and 

11           out of typical eligibility requirements for 

12           free meals. 

13                  No child deserves to be hungry at 

14           school.  Please ensure that the children in 

15           New York have the nourishment and dignity 

16           they need to learn and thrive by ensuring 

17           that universal free school meals remain fully 

18           funded in the final budget.

19                  I'd also like to speak with you about 

20           food safety.  The budget should also include 

21           Senate Bill 1239 and Assembly Bill 1556, 

22           sponsored by Senator Kavanagh and 

23           Assemblymember Kelles.  This bill protects 

24           children and New Yorkers from dangerous 


                                                                   544

 1           chemicals in three ways.

 2                  First, it prohibits the use of seven 

 3           synthetic food dyes in school foods.  These 

 4           dyes can result in hyperactivity and adverse 

 5           neurobehavioral outcomes in some children.

 6                  Second, the bill bans three dangerous 

 7           food chemicals from all foods sold in 

 8           New York State.  These chemicals are linked 

 9           to cancer, hormone disruption, and 

10           reproductive toxicity.

11                  Finally, this bill requires 

12           transparency.  Federal regulations allow 

13           companies to use new food chemicals without 

14           telling the FDA.  For those chemicals that 

15           bypass FDA review, this bill simply requires 

16           that companies disclose the evidence for why 

17           their food chemicals are actually safe to 

18           eat.  That evidence would be posted in a 

19           public database by the Department of Ag and 

20           Markets.

21                  Thank you for your consideration.

22                  MS. PINO-GOODSPEED:  Good evening, and 

23           thank you for the opportunity to testify.  

24                  I'm here on behalf of the Healthy 


                                                                   545

 1           School Meals for All New York Kids Coalition, 

 2           which represents over 350 organizations, 

 3           steadfast in our goal to make universal 

 4           school meals a reality in New York.

 5                  We're thrilled and grateful that 

 6           Governor Hochul included full funding for 

 7           statewide universal school meals in her 

 8           Executive Budget, ensuring that over 

 9           2.7 million New York State students will have 

10           access to free breakfast and lunch each 

11           school day.  

12                  But we would not be here without the 

13           longstanding support and leadership of this 

14           body.  The Senate and Assembly both have 

15           championed this critical policy and have 

16           taken us through incremental steps that 

17           you've heard of today, and we're really 

18           excited that this year we can make this a 

19           reality.

20                  As you've heard already today, we know 

21           healthy school meals for all is a proven 

22           policy to end hunger in our schools and save 

23           families money.  We also know that stigma 

24           really exists.  This body has also worked 


                                                                   546

 1           hard to ban overt lunch shaming in 

 2           cafeterias, but unfortunately that still 

 3           exists for families when they need to submit 

 4           applications, and kids still worry about 

 5           being characterized as "that free lunch kid."

 6                  We hear these stories directly from 

 7           schools, and these anecdotes are underscored 

 8           in research.  When schools shift to universal 

 9           school meals, more kids eat, including those 

10           already eligible for free school meals.  We 

11           know that this policy also supports student 

12           health across all income levels.

13                  Kids who eat school meals consume more 

14           fruits, vegetables, and whole grains than 

15           their peers.  A recent USDA study has come 

16           out to show that states with universal school 

17           meal policies have increased local food 

18           purchasing as well.

19                  We had the opportunity to survey about 

20           400 parents across New York State, and 

21           87 percent of those parents agreed all 

22           students should receive free meals regardless 

23           of income.  Among the parents who have access 

24           to universal school meals, 82 percent said 


                                                                   547

 1           they felt financial relief from the program.

 2                  I would like to use the rest of my 

 3           time to share direct quotes from parents from 

 4           that survey.  One parent shared:  "Inflation 

 5           is making it hard for me financially.  I work 

 6           two jobs, I still struggle.  Having free 

 7           school lunch helps me not stress about having 

 8           to pack a lunch every morning."  

 9                  Another single mom shared:  "The 

10           rising cost of food is harming my ability to 

11           feed my kids healthy options.  Free school 

12           lunch makes that opportunity available."  

13                  Another parent described their own 

14           experience and stigma with free meals growing 

15           up and shared that "I was a hungry child.  My 

16           parents did not enroll in free school meals 

17           due to shame.  I ate what my friends had left 

18           over sometimes."

19                  Our coalition represents the voices of 

20           these families who are asking New York to 

21           ensure that all children have access to the 

22           food they need, no questions asked.  With 

23           strong support from this Legislature and 

24           Governor Hochul, this is the year we can make 


                                                                   548

 1           New York the ninth state to implement free 

 2           meals for all kids in New York.

 3                  We're proud to stand alongside you, 

 4           and we urge lawmakers to make this historic 

 5           investment fully funded in the enacted 

 6           budget.  Thank you.

 7                  MS. BARNETT:  Great.  Thank you very 

 8           much.  It's great to be here.  Thank you 

 9           again so much.

10                  I want to talk about something that 

11           was not in the budget and really hasn't come 

12           up in the questions, and it really has to do 

13           with school facilities and it's really 

14           prompted by the Extreme Heat in Schools Bill 

15           and the pending chapter amendment.

16                  New York State public school 

17           facilities need to be prepared for extreme 

18           weather events, and improving indoor air 

19           quality to reduce the spread of colds and flu 

20           and other infectious diseases.  We have two 

21           major recommendations, and in the testimony 

22           there are extensive resources on 

23           high cost/low cost ways to cool down schools 

24           as well as improve indoor air, and some 


                                                                   549

 1           examples of what NYSERDA's already doing.

 2                  We urge all of you -- because this has 

 3           not come up in the budget -- to press, 

 4           because the Governor will not -- you have to 

 5           press the Board of Regents and the 

 6           Education Department to come up with a plan 

 7           for school facility climate and health.

 8                  Climate affects everybody.  It affects 

 9           children dramatically.  It affects the 

10           conditions of the building dramatically.  It 

11           puts all that built infrastructure at risk.  

12           You need to have resilient buildings.  So the 

13           priorities include -- really, they need to 

14           have a school facility climate and health 

15           plan, prioritize how to address them, which 

16           buildings are in the highest risk zone, and 

17           where are the children at highest risk.  And 

18           then what would the cost be -- low cost, high 

19           cost, and so forth.  You really need that.  

20                  We support the bill.  We want to see 

21           the chapter amendment signed and put in.  But 

22           the second recommendation here, just the way 

23           there are questions about should 

24           superintendents be signing off on 


                                                                   550

 1           vaccinations, there is substantial medical 

 2           and environmental health research on the 

 3           effects of high heat on children.

 4                  Children are more vulnerable to high 

 5           heat than the adults around them, and that 

 6           means they're much more vulnerable in a 

 7           school setting -- which schools are more 

 8           densely occupied than nursing homes -- than 

 9           the adults who are the teachers and the 

10           staff.  So it's really important to get that.

11                  So we want the New York State Health 

12           Department to be directed to produce 

13           high-level guidance for the individual school 

14           districts while they're thinking about how to 

15           put together a plan and work it out with 

16           their community.  It's really essential to 

17           have the information to them before they 

18           start preparing the plan, not after the fact.  

19           So if the Department of Health can be urged 

20           to assist Education, and fast-tracking 

21           advice, that would be great.  

22                  So just to tell you a little bit about 

23           what happens in high heat.  First of all, 

24           they are more vulnerable to high heat and 


                                                                   551

 1           other environmental health risks than the 

 2           adults around them because they're still 

 3           developing. High heat in schools is now 

 4           well-documented to reduce the ability to 

 5           absorb new lessons, take on new information 

 6           in high-heat classrooms.  It also undercuts 

 7           test scores.  And it's the third leading 

 8           cause of athlete death in students.

 9                  Thank you.

10                  CHAIRMAN PRETLOW:  Assemblyman 

11           Carroll. 

12                  ASSEMBLYMAN CARROLL:  Good evening, 

13           and thank you all for your testimony.

14                  Mr. Prime, the Library Association 

15           has -- you just advocated for an increase of 

16           both operating and capital dollars from the 

17           Governor's 2025 budget.  Can you tell us how 

18           you came about to come up with that 

19           assessment, how you -- how those numbers were 

20           created? 

21                  MR. PRIME:  Absolutely.  So the 

22           $176.8 million that we are requesting for 

23           Library Operating Aid, we got that number by 

24           taking a look at the first year of the 


                                                                   552

 1           current formula back in fiscal year '91-'92, 

 2           and looked at what was statutory that year.  

 3           It was around $76 million.  If you just 

 4           advance that out even by inflation out to 

 5           today, that reaches to that $176.8 million.

 6                  In the past 30 years there have been 

 7           massive expansions in what libraries do, and 

 8           costs that are associated with those.  That 

 9           increase wouldn't even cover that.  That 

10           would just be to, you know, do what we did 

11           back in the early nineties.  So that's kind 

12           of, to us, a minimum of what we really need.  

13                  For the Library Construction Aid, that 

14           $175 million number -- we took the five-year 

15           estimated current need for the state for 

16           library construction, $1.75 billion.  We took 

17           one year of that, which would be 

18           $350 million, and then we took what we would 

19           need to leverage the local funds, the kind of 

20           baseline 50 percent match for local funds, 

21           and we said we would need that 50 percent to 

22           come in from the state to cover that and 

23           actually keep pace with what our needs are.

24                  ASSEMBLYMAN CARROLL:  Thank you so 


                                                                   553

 1           much.

 2                  CHAIRMAN PRETLOW:  That's it.  

 3                  Senate?

 4                  CHAIRWOMAN KRUEGER:  Senator Shelley 

 5           Mayer.

 6                  SENATOR MAYER:  Yes.  I do have a few 

 7           questions.

 8                  First, Mr. Prime, one of the libraries 

 9           in my district pointed out that apparently 

10           libraries, in order to get audiobooks and 

11           other things that are really much more 

12           desirable now than hardcover books, they 

13           actually have to sign a contract with a 

14           for-profit book publisher that is the same as 

15           sales to a bookstore, and that every year 

16           they have to renew at an exorbitant rate.  

17           They cannot get a multiyear contract, so -- 

18           and there is limitation on usage for 

19           audiobooks.  

20                  Are you proposing or suggesting there 

21           should be legislation that allows libraries 

22           or requires that libraries be able to have 

23           deals that are not the same as a bookstore?

24                  MR. PRIME:  So what we are proposing 


                                                                   554

 1           is to have legislation that would put 

 2           guardrails on this process so that libraries 

 3           are not kind of, you know, gouged on these 

 4           terms.  

 5                  Currently we are having to purchase -- 

 6           or really, we can't purchase -- license 

 7           audiobook materials at rates that are far, 

 8           far above what an individual citizen would 

 9           have to pay for those, often two to three 

10           times more than an individual citizen would 

11           have to pay on their own to get access to 

12           that e-material. 

13                  And so what we end up having to do is 

14           have these licenses that, you know, they're 

15           purchased at the higher price point.  Usually 

16           they are -- still one person can check it out 

17           at a time.

18                  SENATOR MAYER:  Right.

19                  MR. PRIME:  That's all there.  But 

20           after a certain number of circulations or a 

21           certain time period, that license ends, and 

22           you have to purchase it again and again and 

23           again.  And it really, you know, puts the 

24           squeeze on budgets.


                                                                   555

 1                  SENATOR MAYER:  Yeah.

 2                  MR. PRIME:  And makes it so we can't 

 3           use the money that you all give to us 

 4           effectively.  

 5                  And I do know that Assemblymember 

 6           Carroll has actually introduced legislation 

 7           that we had introduced last year, 

 8           reintroduced it recently.

 9                  SENATOR MAYER:  So Assemblyman Carroll 

10           has a bill that addresses this issue.  Okay.

11                  I think this is for Jessica.  The 

12           Governor mentioned in her State of the 

13           State -- and you also are using -- this 

14           $165 savings.  Where does that come from, 

15           that number?  I mean, it sounds good, but I 

16           just don't know.

17                  MS. PINO-GOODSPEED:  I'm so glad you 

18           asked.  They reached out about this same 

19           question.

20                  So we take the average cost of a 

21           meal -- which is, I think, about $4.20, 

22           calculated by Feeding America -- and then 

23           take that and do some basic multiplication of 

24           two meals a day and make a general sense, and 


                                                                   556

 1           then we kind of round it down.  

 2                  SENATOR MAYER:  Okay.  

 3                  And lastly, Ms. Barnett, we don't have 

 4           a copy of your testimony.  Maybe it wasn't 

 5           submitted online.  So if you can make sure it 

 6           gets to be distributed from you.  We don't 

 7           have it.  I don't have it, anyway.

 8                  MS. BARNETT:  It was emailed to you.

 9                  SENATOR MAYER:  Okay.  I'm just 

10           saying.

11                  CHAIRMAN PRETLOW:  Thank you.

12                  Assemblyman Smith?  Gone.  

13                  Assemblyman Otis.

14                  ASSEMBLYMAN OTIS:  I have some 

15           questions for Mr. Prime.  Thank you very much 

16           for being here.  We love our libraries.

17                  Just to follow up on Senator Mayer's 

18           question, four alternative models deal with 

19           this licensing issue.  Have you surveyed 

20           anything that other states have done in this 

21           space, or would we be the first to sort of 

22           jump in?  

23                  MR. PRIME:  So there have been 

24           attempts kind of across the country.  There 


                                                                   557

 1           are a number of states that are kind of 

 2           advancing similar legislation to what we are 

 3           advancing and trying to put that forward.  

 4                  There were somewhat different models 

 5           that were attempted previously that had some 

 6           kind of, you know, fatal flaws within the 

 7           text that really needed to be addressed.

 8                  This legislation that we have proposed 

 9           is fundamentally different to what the kind 

10           of previous attempts have been.  We've 

11           addressed those issues.  The previous 

12           versions would have essentially required 

13           publishers to enter into contracts without 

14           giving them a choice.  This uses the kind of 

15           well-established right of states to regulate 

16           their internal markets and, you know, have 

17           consumer protection contract law to say if 

18           you are going to engage with public libraries 

19           on this matter, you would have to do so kind 

20           of within these bounds -- and these terms, X, 

21           Y, and Z, would not be appropriate.

22                  ASSEMBLYMAN OTIS:  Certainly 

23           interested in more information on that.  

24                  On the issue of capital, certainly 


                                                                   558

 1           we're all and the Legislature has been over 

 2           many years a big supporter of adding and 

 3           restoring capital funds for libraries into 

 4           that construction fund, very important fund.  

 5                  For your members, are you noting an 

 6           increase in the need for capital that is also 

 7           related to technology upgrades?

 8                  MR. PRIME:  I'd say across the board 

 9           all types of increases in capital need are 

10           there.  So certainly that.  

11                  You know, we looked at broadband 

12           issues that come in with capital as well, 

13           trying to expand access in communities where 

14           that is not there and the library ends up 

15           being really one of the few places where you 

16           can access it.

17                  But certainly, across the board, I 

18           would say all categories of capital increase.

19                  ASSEMBLYMAN OTIS:  That's great.  

20                  Another topic really that's going to 

21           come up in the Economic Development hearing, 

22           but is something libraries have looked into 

23           that I'm involved with, are digital 

24           inclusion, digital equity programs.  


                                                                   559

 1           Libraries are big players in that.  

 2                  So stay tuned, and you may want to 

 3           feed in some written comments there as well.

 4                  MR. PRIME:  Absolutely.

 5                  ASSEMBLYMAN OTIS:  Thank you.

 6                  MR. PRIME:  Thank you, sir.

 7                  CHAIRMAN PRETLOW:  Senate?

 8                  CHAIRWOMAN KRUEGER:  I'm sorry, yes.  

 9                  Senator Bynoe.

10                  SENATOR BYNOE:  Thank you, 

11           Madam Chair.

12                  Hi.  Greetings to the panel.  And 

13           Mr. Prime, this question is for you.  

14                  When you referred to threats to 

15           maintaining core services, could you explain 

16           what those threats are and give us an 

17           example? 

18                  MR. PRIME:  Certainly.  So really, as 

19           I mentioned in my testimony, over time there 

20           have been these gaps in the statutory amount 

21           of aid versus what we've actually received 

22           for a long time, and the actual kind of value 

23           of the dollars we have has gone down over 

24           time as well.  


                                                                   560

 1                  So it's just libraries and their 

 2           systems that kind of serve them have been 

 3           stretching that money further and further and 

 4           further.  And so our systems, where most of 

 5           the money goes to from State Library Aid, 

 6           they help to provide those shared services 

 7           kind of across all of the libraries that they 

 8           serve to make sure that all of the libraries 

 9           in their service area are able to kind of 

10           provide those core services. 

11                  One of the things that we see 

12           happening there is that, you know, some of 

13           the services they provide won't be able to 

14           necessarily continue to be provided if the 

15           money doesn't continue to come in or increase 

16           at a pace that would allow it.  Things like 

17           shared IT services that make sure, you know, 

18           the integrity of the IT there.  Or even, you 

19           know, the covering of payroll processing for 

20           some of the local libraries that they serve.

21                  And each time you take away one of 

22           those items, it stresses the actual local, 

23           you know, taxpayers there more and more.  And 

24           in those communities that don't -- you know, 


                                                                   561

 1           that might be more economically vulnerable, 

 2           don't have the money to be able to put in, it 

 3           means that their libraries could become 

 4           unsustainable and, you know, you might not be 

 5           able to continue to provide all of those 

 6           services.

 7                  And one of the core things that we see 

 8           here that keeps coming up is, you know, 

 9           delivery costs continue to rise.  And if the 

10           money doesn't continue to match with that, or 

11           keep pace to allow us to continue providing 

12           delivery on the same schedules, you could see 

13           days where, you know, the truck doesn't go 

14           between the libraries and those books don't 

15           make it to their intended destinations.  It 

16           creates longer lag time.

17                  There are so many different ways.  A 

18           lot of systems end up subsidizing some of the 

19           local internet costs for their member 

20           libraries, which are a core aspect of the 

21           services delivered.  So there are a lot of 

22           different ways that that can happen.

23                  SENATOR BYNOE:  And you also mentioned 

24           supporting a slight increase to NOVELny.


                                                                   562

 1                  MR. PRIME:  Yes.

 2                  SENATOR BYNOE:  Could you explain how 

 3           that would be used?

 4                  MR. PRIME:  Yeah.  So essentially 

 5           NOVELny is a suite of databases and 

 6           electronic resources that are available to 

 7           all New Yorkers free of charge, and it ends 

 8           up being used, you know, in large part by our 

 9           school libraries to make sure that there are 

10           databases available to kind of all students 

11           across the country -- or not country, sorry, 

12           state.  But all students across the state, 

13           you know, regardless of that relative wealth.

14                  But that 0.1 -- that $100,000 would 

15           just keep pace with the price of those, to 

16           make sure that none of the resources drop off 

17           this year.

18                  CHAIRMAN PRETLOW:  Assemblywoman 

19           Simon.

20                  MS. BARNETT:  I'm -- since -- I did 

21           email in my testimony; apparently it did not 

22           get distributed.  I apologize.  But could I 

23           make a comment out of my remarks that are 

24           here, just to sort of fill out how the 


                                                                   563

 1           Regents might prioritize? 

 2                  CHAIRWOMAN KRUEGER:  So we're making 

 3           sure -- you've already -- you already spoke.  

 4           So we're making sure the testimony gets 

 5           online for everyone.  Okay?  

 6                  MS. BARNETT:  Okay.  Thank you.

 7                  (Mic issues; pause.)

 8                  ASSEMBLYWOMAN SIMON:  Thank you.  And 

 9           thank you for your testimony. 

10                  Ms. Barnett, I had a couple of 

11           followup questions.

12                  CHAIRMAN PRETLOW:  Turn your mic on.

13                  ASSEMBLYWOMAN SIMON:  It's on.

14                  CHAIRMAN PRETLOW:  Oh.  I see red.  

15           Oh, that's another mic?  Okay.

16                  ASSEMBLYWOMAN SIMON:  I can get 

17           closer.  Okay.  Just a couple of questions. 

18                  You talked a lot about the effects of 

19           heat.

20                  MS. BARNETT:  Yes.

21                  ASSEMBLYWOMAN SIMON:  I'm curious 

22           whether your organization has a view with 

23           regard to the various systems from a climate 

24           point of view, right?  In New York, unlike a 


                                                                   564

 1           lot of states, we actually require an 

 2           evaluation of physical plant every five 

 3           years, and it goes on a rotating basis --

 4                  MS. BARNETT:  Right, the Building 

 5           Condition Surveys, correct.

 6                  ASSEMBLYWOMAN SIMON:  But there are a 

 7           lot of old heating systems, there are a lot 

 8           of, you know, places letting in air and 

 9           whatnot. 

10                  MS. BARNETT:  Right.

11                  ASSEMBLYWOMAN SIMON:  Inefficient 

12           uses.  But also just many of these heating 

13           and air-conditioning systems, for example, 

14           can also have a negative effect on students 

15           and exacerbate pulmonary disorders -- asthma, 

16           for example.

17                  Can you comment on that?   Is that 

18           something that your organization has focused 

19           on?

20                  MS. BARNETT:  Well, to begin with, our 

21           focus is always children's environmental 

22           health and safety.  We're now in our 

23           30th year as an organization.  I've served on 

24           a number of different state committees over 


                                                                   565

 1           the years, and I'm currently a voting member 

 2           of the Health and Human Services Federal 

 3           Advisory Committee on Children and Disasters.  

 4                  So we have a project right now with 

 5           RPI, and in that project we're looking at the 

 6           existing data that New York State already 

 7           collects.  You collect Building Condition 

 8           Surveys, annual visual inspections.  The 

 9           Health Department collects pediatric asthma 

10           hospitalizations and emergency room visits.  

11           There are also school report cards and so 

12           forth, our heat vulnerability indices and so 

13           forth.

14                  So merging these together in a massive 

15           database, in a deep dive upstate, we did a 

16           small roundtable workshop with Paul Tonko and 

17           his district in the Albany area, and we found 

18           in his congressional district, 16 percent of 

19           the public schools had absenteeism rates over 

20           45 percent annually.  Thirty one percent of 

21           the public schools were in areas above the 

22           median Heat Vulnerability Index, and 

23           42 percent of the public schools had 

24           ventilation systems with less than five years 


                                                                   566

 1           of remaining life. 

 2                  One of the interesting things about 

 3           the Building Conditions Survey is you can't 

 4           rely on something called air conditioning, 

 5           because it's not a good question to ask 

 6           because of how it's framed in the Building 

 7           Conditions Survey.  What we looked at in an 

 8           older Building Condition Survey going back 

 9           about five or six years -- not the most 

10           current one -- is we found that roughly half 

11           of all the public schools upstate, out of 

12           New York City, do not have mechanical air 

13           handling systems.  

14                  So this is a much bigger issue, which 

15           is why it's really important to get an 

16           overall look at it.  In fact, when -- we had 

17           already established looking at Building 

18           Condition Surveys when the Campaign for 

19           Fiscal Equity began its search.  And I 

20           approached Michael, saying, Do you want to 

21           include facility data?  And at that point -- 

22           which was 25 years ago -- there really was 

23           not the robust --

24                  CHAIRMAN PRETLOW:  Thank you.


                                                                   567

 1                  MS. BARNETT:  -- science.  So we've 

 2           done a lot on this.

 3                  ASSEMBLYWOMAN SIMON:  Thank you.  I 

 4           want to follow up with you.  

 5                  CHAIRWOMAN KRUEGER:  Okay.  Thank you. 

 6           Sorry, we have to go on.

 7                  Senator Murray.

 8                  SENATOR MURRAY:  Thank you, 

 9           Madam Chair.  

10                  And thank you all for being here.  And 

11           I'll echo what I've said over and over again 

12           today:  To those with the healthy meals, 

13           thank you so, so much.  This is very personal 

14           to me.  I've told my story before; I won't 

15           use up the time.  But it is very personal, 

16           and it means a lot, so thank you so much for 

17           your efforts.

18                  Mr. Prime, thank you for being here.  

19           I know you're a little under the weather, so 

20           it shows your dedication to the cause here.  

21           But, you know, year after year you talked 

22           about the statutory increases and what should 

23           have been.  Year after year after year, 

24           through every budget process.  And there was 


                                                                   568

 1           a previous governor that was famous -- or I 

 2           should say infamous for immediately cutting 

 3           your funding and then making the Legislature 

 4           claw it back just to get to the starting 

 5           point.  

 6                  It almost feels like we're there 

 7           again, because we had a $10 million increase 

 8           up to 44 with the construction aid last year, 

 9           and where are we starting?  Right back at 34 

10           now.

11                  Where should the construction aid, 

12           where should it really be at this point?

13                  MR. PRIME:  So we do feel that it 

14           should be at that $175 million level.  We 

15           believe that the --

16                  SENATOR MURRAY:  You're saying 

17           construction or overall?

18                  MR. PRIME:  For -- sorry, for that -- 

19           for construction specifically.

20                  SENATOR MURRAY:  Okay.

21                  MR. PRIME:  Because that -- you know, 

22           that aid is really the -- you know, like I 

23           said, that represents what we need the state 

24           to put forward for our localities to be able 


                                                                   569

 1           to leverage local dollars to keep pace with 

 2           the actual need of construction across the 

 3           state.

 4                  SENATOR MURRAY:  And I always say when 

 5           we're in tight times like this, if we're 

 6           going to increase, it needs to be an 

 7           investment.  Well, this is.  I've had a 

 8           couple of libraries expand in my district, 

 9           and the return is incredible.  

10                  What you see on the return in 

11           investment here boosts both directly and 

12           ancillary with just how it helps the 

13           community.  But I believe, if I'm not 

14           mistaken, isn't it somewhere to the tune of 

15           for every dollar we invest we get like an $8 

16           return, something like that?  

17                  MR. PRIME:  It's about $7 back, yup.  

18           For every $1 invested in libraries, about $7 

19           back in --

20                  SENATOR MURRAY:  And that's why this 

21           is truly an investment that we will get back.  

22           So I would like to see -- like you, I'd like 

23           to see that aid get to where it should be.  

24                  Speaking of being stagnant, in 2007 


                                                                   570

 1           when we talked about Instructional Material 

 2           Aid, 2007 was the last time it increased.  

 3           We're stuck at $6.25.  Again, up to the $11 

 4           is where -- a little over 11 is where we 

 5           should be.  

 6                  But can you explain what that goes 

 7           towards?  When we say Instructional Material 

 8           Aid, what is that? 

 9                  MR. PRIME:  Certainly.  And there are 

10           several categories of Instructional Material 

11           Aid.  And we focus specifically on that 

12           Library Materials Aid.  And that is for the 

13           materials in our libraries that, you know, 

14           can be circulated, that are, you know, for 

15           use that can't be, you know, purchased under 

16           textbook aid or any of the other types of 

17           instructional aid.  But it's for the vast 

18           kind of array of different things that your 

19           student might want to check out from the 

20           library.

21                  And we did recently expand what that 

22           includes to include digital materials, 

23           e-books.  Those cost a lot.

24                  SENATOR MURRAY:  Right.


                                                                   571

 1                  MR. PRIME:  We need to have that 

 2           higher level to be able to actually keep pace 

 3           with that.

 4                  SENATOR MURRAY:  Thank you.

 5                  CHAIRMAN PRETLOW:  Thank you very 

 6           much.

 7                  Assemblywoman Hooks.

 8                  ASSEMBLYWOMAN HOOKS:  Hello.  Thank 

 9           you for your testimony.

10                  Langston Hughes Library is a Black 

11           heritage reference center for the entire 

12           Borough of Queens.  It is also the only 

13           library in New York City that provides 

14           referencing and circulation.  The Governor is 

15           cutting its funding by $55,000.  Will the 

16           funds you are requesting have any funding 

17           allotment to that library?

18                  MR. PRIME:  So in what I've talked 

19           about today, that library would be addressed 

20           through the funds that would go to the 

21           library system that serves it and kind of 

22           work through that way, as its system is -- it 

23           is a branch of a system.

24                  But we have, you know, in our 


                                                                   572

 1           materials that we advocate for, while it's 

 2           not included here, we do year after year 

 3           advocate for full funding for that library, 

 4           for Langston Hughes, because we believe it is 

 5           important for that to not be cut back when 

 6           you have an increase.  We want that stable 

 7           funding and for its services to be, you know, 

 8           robustly provided for.

 9                  ASSEMBLYWOMAN HOOKS:  Okay.  Also I've 

10           been hearing from my libraries that it's 

11           really difficult for the monies that go to 

12           the public library system to actually get to 

13           the libraries for repairs.  And they have 

14           been, two of them, my libraries, have been 

15           waiting on just to get the sound system 

16           repaired and AC.  And it's been several years 

17           of waiting, and money was allocated for it.

18                  MR. PRIME:  And so the -- you know, 

19           how it goes through the system, there's a 

20           process for the applications and how the 

21           systems can kind of apply that money.  And 

22           so, you know, I'd have to look at the 

23           specific instances there that we're referring 

24           to.  


                                                                   573

 1                  But one of the issues that we have is 

 2           that the amount of money that's provided, you 

 3           know, it's allocated across all the systems, 

 4           divided by formula.  And the amount that goes 

 5           to each system is just not enough to actually 

 6           handle the needs of all of those projects 

 7           that are there.  

 8                  And we see often whereas there's a 

 9           baseline eligibility for, you know, 

10           50 percent of matching -- or, you know, 

11           50 percent local funds and 50 percent from 

12           the state.  There is room for eligibility up 

13           to 90 percent, but most of the -- you know, 

14           for those who qualify for economically 

15           distressed and disadvantaged communities.  

16                  But the amount of money that goes in 

17           isn't enough for most of those libraries to 

18           even be able to get, you know, 30 percent.  

19           It's just not there.  And we need to have 

20           that investment to properly be able to 

21           leverage that and get that -- you know, those 

22           projects going.

23                  ASSEMBLYWOMAN HOOKS:  Got it.  

24                  Thank you.


                                                                   574

 1                  CHAIRMAN PRETLOW:  Okay, thank you.

 2                  Assemblywoman Amato.

 3                  ASSEMBLYWOMAN PHEFFER-AMATO:  Hi, 

 4           everybody.  Good evening.

 5                  Ms. Barnett, first of all, 

 6           congratulations on 30 years.  And I have a 

 7           question -- I don't know if it falls under 

 8           your purview, what your organization does, 

 9           because you were talking about healthy 

10           schools and talking about the heating within 

11           the building structure.

12                  And I'm from New York City.  Do you 

13           look at infrastructure around buildings?  So 

14           for example, my area, we flood.  In New York 

15           City we have old infrastructure, our -- some 

16           of our kids can't get to school because the 

17           streets are so flooded.  If it's rain or 

18           depending on high tide, we actually have 

19           people who wait till the tide goes down.  

20                  Do you look at that extension of a 

21           school building or what happens for that 

22           health in that surrounding sort of area?

23                  MS. BARNETT:  So our funding issue is 

24           actually children's environmental health, 


                                                                   575

 1           meaning they're adversely affected usually by 

 2           polluted indoor air.

 3                  ASSEMBLYWOMAN PHEFFER-AMATO:  Okay.

 4                  MS. BARNETT:  Indoor air is our 

 5           founding issue, because literally everything 

 6           that goes right and wrong with a building 

 7           from the outside to the inside can affect the 

 8           indoor air quality, and children with asthma 

 9           are going to be particularly impacted.  So 

10           having had a son that was impacted, it was 

11           pretty logical to follow that.  

12                  So the project that we're doing with 

13           RPI is mining the databases.  What I do know, 

14           from speaking to people who have been working 

15           in the State Ed School Facility Office for 

16           some time, is that roughly -- it's close to 

17           half, maybe a third to half -- of buildings 

18           have been built located in wetlands.

19                  ASSEMBLYWOMAN PHEFFER-AMATO:  Welcome 

20           to my district.

21                  MS. BARNETT:  Yeah.  So we have a 

22           problem here.  Because climate's not going 

23           away, and everybody's going to be warmer and 

24           everybody is going to be wetter.  


                                                                   576

 1                  And so the resiliency issue is really 

 2           critical.  And how do you build resiliency 

 3           around the building, right, to prevent the 

 4           floodwaters and so forth?  And how do you 

 5           also build resiliency inside the building, 

 6           because indoor air gets worse with warmer, 

 7           wetter weather.  

 8                  Because -- and this is well 

 9           established through the Institute of Medicine 

10           and the National Academies of Sciences.  In 

11           fact, the National Academy of Sciences found 

12           18 years ago that generally buildings have a 

13           serious effect on children's thinking, 

14           health, and learning.  And so if you want a 

15           building that promotes health and promotes 

16           learning, they have to come with certain 

17           characteristics.  They have to be clean, dry, 

18           quiet -- already they're not, right?   Clean, 

19           dry, quiet, free of dust and particulates, 

20           good indoor air quality, well-maintained 

21           systems.  Thermal comfort is an element.  

22           Thermal comfort means too hot/too cold.

23                  To that, at this point, after 18 years 

24           of work, there is now a climate impact.  And 


                                                                   577

 1           EPA has put out tremendous information about 

 2           the impact of climate on children and heat on 

 3           climate, which I've included in here.

 4                  ASSEMBLYWOMAN PHEFFER-AMATO:  Thank 

 5           you.

 6                  MS. BARNETT:  Thank you for the 

 7           question.  

 8                  CHAIRMAN PRETLOW:  Thank you very much 

 9           for your testimony.  I have I guess two easy 

10           questions for you.  

11                  First question.  Is the Governor's 

12           proposal to fund the universal lunch and 

13           breakfast sufficient, or should it be 

14           increased?  Any one of you.

15                  MS. PINO-GOODSPEED:  So I'm happy to 

16           answer this.  

17                  So we've been able to talk and connect 

18           with the Executive.  And what we can see in 

19           the breakdown -- it does include the 

20           expansion -- the longstanding reimbursements 

21           for free meals and what we anticipate would 

22           cover the remaining schools that do not have 

23           universal.  So yes.

24                  CHAIRMAN PRETLOW:  Okay.  And 


                                                                   578

 1           typically, what does the school lunch and 

 2           breakfast look like? 

 3                  MS. PINO-GOODSPEED:  I can take some 

 4           of that.  

 5                  So school lunches are -- they must 

 6           meet federal regulations and meet certain 

 7           components.  I am not a school lunch 

 8           director --

 9                  CHAIRMAN PRETLOW:  I mean, is ketchup 

10           a vegetable?  Is that the road that we take?

11                  (Laughter; overtalk.) 

12                  CHAIRMAN PRETLOW:  I'm old, what can I 

13           say.

14                  MS. PINO-GOODSPEED:  Correct.

15           Yes.  So there are certain regulations that 

16           each school must meet in order for that meal 

17           to be reimbursed by the federal and state 

18           government.  And so there's also oversight 

19           through the State Education Department to 

20           make sure that those menus are compliant in 

21           order to receive reimbursement.

22                  CHAIRMAN PRETLOW:  Okay, because I 

23           don't think many schools now have cafeterias 

24           where they cook, so they have to purchase 


                                                                   579

 1           food from outside vendors.  Is that how this 

 2           works?  I mean, is it a slice of pizza or is 

 3           it the mystery meat that I was used to in 

 4           high school?  You know ...

 5                  (Laughter.)

 6                  MS. PINO-GOODSPEED:  School meals have 

 7           come a long way even from when I was in 

 8           school.  And so there are some schools that 

 9           do programs outside of the National School 

10           Lunch and Breakfast Program that may use 

11           outside vendors.  

12                  But, you know, if you're using a 

13           vendor they need to comply with whole-grain 

14           standards.  That pizza needs to be whole 

15           grain.  And so, you know, those pieces.  

16                  And I think, too, we're in a new day 

17           for school meals.  Schools are really kind 

18           of -- we heard from New York City today, 

19           using parent feedback to improve their menu 

20           options, doing more local farm-to-school.  

21           And universal school meals just really kind 

22           of gives that stable revenue so that schools 

23           can focus on giving kids the highest-quality 

24           meals that they'll eat.  


                                                                   580

 1                  And so we're excited that this is kind 

 2           of -- we've seen this through the 

 3           longstanding programs in New York City, and 

 4           now kind of being able to roll out to every 

 5           school in New York.

 6                  MS. COCHRAN:  And I would add, if I 

 7           may, that the 2010 Healthy Hunger-Free Kids 

 8           Act was pivotal to improving the nutrition of 

 9           school meals.  And then the USDA passed a 

10           final rule in 2023 that implemented stronger 

11           standards as well.  So schools are going to 

12           be rolling in, for instance, a limit on added 

13           sugars that's going to continue to improve 

14           the nutritional quality of school meals.

15                  CHAIRMAN PRETLOW:  Thank you very 

16           much.  Thank you all.

17                  We're ready for Panel F.

18                  MS. PINO-GOODSPEED:  Thank you.

19                  MS. COCHRAN:  Thank you. 

20                  (Pause; off the record.)

21                  CHAIRMAN PRETLOW:  Good evening, 

22           everyone.  For our audiovisual people up in 

23           the booth, could everyone just introduce 

24           themselves and just state your name and who 


                                                                   581

 1           you're representing?  We'd appreciate that.

 2                  MS. ALTFIELD:  Yes.  Sydney Altfield, 

 3           executive director of Teach NYS.

 4                  MR. CULTRARA:  James Cultrara, 

 5           executive secretary, New York State Council 

 6           of Catholic School Superintendents.

 7                  RABBI SILBER:  Yeruchim Silber, 

 8           director of New York government relations at 

 9           Agudath Israel of America.

10                  MR. MERRIMAN:  James Merriman, CEO, 

11           New York City Charter School Center. 

12                  MS. HALL:  And I'm Anna Hall.  I'm 

13           standing in for Fatimah Barker, who's 

14           probably on your roster, from the New York 

15           Charter Schools Association.

16                  CHAIRMAN PRETLOW:  Thank you all very 

17           much.  Okay, who's going to start? 

18                  MS. ALTFIELD:  Great.  Hi, everyone, 

19           good evening Chairs Krueger, Pretlow, Mayer, 

20           and members of both committees.  

21                  I'm here representing 

22           402,000 nonpublic school students that attend 

23           1700 schools and make up 15 percent of the 

24           student population here in New York.


                                                                   582

 1                  I want to tell you a story about a 

 2           school on Long Island.  Their school -- 

 3           before the STEM program that is in my 

 4           testimony and I'm going to speak about today, 

 5           before the STEM program existed, that school 

 6           did not feel that their students had the 

 7           skills to compete in robotics competitions.  

 8           Then the STEM program happened.

 9                  They started getting money, they 

10           started revamping their school's -- their 

11           curriculum.  And I'm really proud to say that 

12           now, with the STEM program, that school just 

13           placed, in their first time ever competing, 

14           first place in a robotics STEM competition.  

15                  So when I talk about increasing 

16           funding for programs such as the STEM 

17           reimbursement program, I like to tell you why 

18           and how it's helping students and schools 

19           across the State of New York.

20                  But unfortunately, the program is not 

21           fully funded.  So we're seeing great things 

22           happen, but it's just not meeting the needs 

23           completely.  If the program were to be 

24           fully funded, it would need to be funded at 


                                                                   583

 1           $133 million.  We're currently at 

 2           $75.5 million.  The Governor put it in for 

 3           85.5 million, a $10 million increase.  We're 

 4           extremely thankful.  But it's just not 

 5           enough, as I mentioned.  

 6                  We're asking for the Legislature to 

 7           increase it to $100 million to get us closer 

 8           to that full funding of $133 million so that 

 9           we can have stories like that not just on 

10           Long Island, but across the entire state, and 

11           that every application that's applied for is 

12           fully funded for the STEM program.

13                  Now I have to change my tune a little 

14           bit.  That was very exciting, but now I have 

15           to talk about the reality of what most of our 

16           schools are facing, is security threats.  A 

17           majority of the schools that I represent, the 

18           nonpublic schools, are faith-based schools:  

19           Jewish schools, Islamic schools, 

20           Catholic schools.  And last year I spoke 

21           about the horrific things that I was 

22           witnessing visiting these schools, and 

23           unfortunately it has stayed the same a year 

24           later.


                                                                   584

 1                  The FBI have found that there's been 

 2           an 84 percent increase of hate crimes just in 

 3           the State of New York alone -- 961 hate crime 

 4           incidents in the last year.  Unfortunately, 

 5           those are fueled by antisemitism, by 

 6           Islamophobia, and our faith-based schools are 

 7           feeling the financial burden.  And their 

 8           costs have risen exponentially, where there's 

 9           about 80 percent spending increases across 

10           the board over the last year.

11                  So we're asking for the nonpublic 

12           safety equipment program -- the Nonpublic 

13           School Safety Equipment program, NPSE, to be 

14           increased from $70 million to $90 million.  

15           Thank you.

16                  CHAIRMAN PRETLOW:  Thank you.

17                  MR. CULTRARA:  Thank you.  In addition 

18           to supporting Sydney's proposals as well as 

19           Yeruchim's, the Catholic School 

20           Superintendents would like to focus on two 

21           issues:  academic intervention services and 

22           the state immunization program.

23                  For 25 years, funding for AIS has been 

24           at the embarrassingly low, utterly inadequate 


                                                                   585

 1           level of $1 million to serve these 1700 

 2           schools.  Last year was the first year where 

 3           you broke that low funding, and you provided 

 4           a 50 percent increase.  But a 50 percent 

 5           increase on a million dollars doesn't 

 6           address, doesn't come close to the easily 

 7           $30 million need.

 8                  We're asking you to restore the 

 9           $500,000 that the Governor cut that you added 

10           last year and to continue to increase that 

11           program to meet the full need at 30 million.

12                  Now, the immunization program.  

13           Senator Krueger, glad that you asked the 

14           question of a previous witness.  As you know, 

15           our school principals -- all public school 

16           principals are on the frontline of enforcing 

17           the state's immunization program.  That is a 

18           public health mandate.

19                  School administrators are not public 

20           health administrators.  They're school 

21           administrators.  Yet that's where the kids 

22           are, so they impose the burden on school 

23           principals.  Since 1985, you have been 

24           providing funding for our schools located in 


                                                                   586

 1           the cities of Buffalo, Rochester and New York 

 2           City. 

 3                  But 10 years ago you recognized not 

 4           only was that funding inadequate, but that 

 5           schools outside those three cities -- given 

 6           the nursing shortage especially, our schools 

 7           outside those cities were incurring expenses.  

 8           And so you changed the law to require the 

 9           commissioner to reimburse all schools across 

10           the state, not just those in the three 

11           cities.  Yet funding for the last 10 years 

12           has only gone to those schools in the three 

13           cities, except for one year, at only a 

14           million dollars.

15                  Our survey about it 10 years ago, the 

16           Weinstock {ph} survey, showed that there's 

17           about, on average, a $30 per pupil cost.  And 

18           we can outline that for you and justify what 

19           that cost is.  

20                  In the meantime, the program has 

21           become more complicated, more time-consuming.  

22           We have fraudulent immunization records and 

23           practitioners.  The State Health Department 

24           and county health departments are enforcing 


                                                                   587

 1           it, showing schools that if you have kids in 

 2           your school who have fraudulent immunization 

 3           records, you must unenroll those kids.  

 4                  Yet when we talk to the parents, they 

 5           say "My kid got immunized." So a practitioner 

 6           who issues fraudulent records is also 

 7           immunizing kids, making it far more confusing 

 8           for the parent -- for the school.  We need 

 9           reimbursement to help enforce it.

10                  CHAIRMAN PRETLOW:  Thank you.

11                  RABBI SILBER:  Okay, thank you.  Good 

12           evening, now, Chairs Krueger, Pretlow, Mayer.  

13                  And I agree with my colleagues on 

14           funding requests.  In my written testimony I 

15           have provided details on our requests, 

16           including fully funding mandated services, 

17           security, immunization reimbursement, as Jim 

18           has mentioned, universal free meals, and 

19           more.

20                  But there are two very important 

21           issues I really want to highlight here.  

22           Under state law all children have the right 

23           to receive special education services, 

24           usually provided by the local district.  


                                                                   588

 1           However, some localities, primarily New York 

 2           City, have failed to meet their obligation to 

 3           provide services directly, and parents are 

 4           forced to file a due process complaint with 

 5           an independent hearing officer.

 6                  Last summer the Board of Regents 

 7           proposed an amendment severely curtailing the 

 8           rights to a due process hearing.  This is 

 9           causing a total collapse of the private 

10           special education provider market.  Months 

11           into the school year, thousands of kids were 

12           still without services.

13                  In December New York City offered to 

14           grant services, but in order to accept, 

15           parents had to sign a waiver severely 

16           restricting their rights.  Senator 

17           Hoylman-Sigal introduced legislation, S1325, 

18           that among other things removes the 

19           restrictions placed upon parents signing 

20           these waivers.  We strongly support this 

21           legislation and urge its passage.  

22                  Last October, Agudath Israel, joined 

23           by 10 parents -- including a mother from 

24           Harlem whose child had cerebral palsy, now 


                                                                   589

 1           deprived of her aide to push a wheelchair and 

 2           help use the bathroom, and a Hispanic family 

 3           whose child has spina bifida -- they filed 

 4           suit, contending that the amended regulation 

 5           violates the meaning and intent of state law. 

 6                  Within a matter of days the judge 

 7           granted a TRO, pausing the implementation.  

 8           While the case now awaits final judicial 

 9           resolution, we urge the Legislature to 

10           consider enacting legislation protecting and 

11           restoring the rights of all children, 

12           ensuring they receive -- have access to 

13           proper services.

14                  Now in East Ramapo, as was mentioned 

15           earlier today, every child in East Ramapo, 

16           whether attending a public or a private 

17           school, should have access to a quality 

18           education and well-maintained school 

19           buildings, as well as receive all essential 

20           services, whether it's transportation or 

21           special ed.  

22                  Sadly, many of the public school 

23           advocates have often reverted to antisemitic 

24           tropes and false accusations of racism, which 


                                                                   590

 1           only serve to further divide people and do 

 2           nothing to improve the education of students 

 3           in the district.

 4                  The legislation that passed has 

 5           {unintelligible} for a state monitor, 

 6           granting the monitor veto power, but despite 

 7           those good-faith efforts, fiscal problems 

 8           persisted.   

 9                  Last August, as was mentioned this 

10           morning, Commissioner Rosa intervened 

11           unilaterally, imposing an additional 

12           4.38 percent levy on the district taxpayers, 

13           citing a deficit of $20 million.  Then this 

14           past November it was announced that the 

15           district actually had a $30 million 

16           surplus -- a $15 million discrepancy.  In 

17           light of that, we issued a statement calling 

18           on the commissioner to consider rescinding 

19           this tax levy.

20                  We believe the root of the East Ramapo 

21           problem is the Foundation Aid formula, which 

22           is fundamentally flawed.  It does not account 

23           for nonpublic school students, even though 

24           the district is required to supply services 


                                                                   591

 1           to all children.  Given the unique 

 2           demographics of this district, where most 

 3           children attend nonpublic schools, the 

 4           district has naturally experienced budgetary 

 5           shortfalls.  

 6                  Indeed, in the Rockefeller Institute 

 7           study, they explicitly write that the income 

 8           wealth per capita should be based not on the 

 9           number of public school students but on the 

10           total school-age population.  We urge the 

11           Legislature to follow this recommendation and 

12           adjust the formula accordingly.

13                  Thank you, and I look forward to 

14           working with you over the course of the next 

15           couple of months.

16                  CHAIRMAN PRETLOW:  Thank you.

17                  MR. MERRIMAN:  Good evening.  I'm 

18           James Merriman, chief executive officer of 

19           the New York City Charter School Center, and 

20           I thank the chairs and the members for the 

21           opportunity to testify.

22                  Before turning to the proposed 

23           Executive Budget, I do want to correct the 

24           record.  And it's one of the oldest 


                                                                   592

 1           misunderstandings, which is when a student 

 2           returns from a charter school to the home 

 3           district, the myth is that the charter school 

 4           keeps 100 percent of that year's funding.  

 5           It's not true.

 6                  I point you to 8 NYCRR 119.1, 

 7           promulgated by NYSED.  And basically the rule 

 8           is once a student stops attending a charter 

 9           school, the money stops and the money returns 

10           to the district.  Basically, you get just the 

11           amount of money for the percentage of time at 

12           that school year.

13                  I also want to say that, you know, 

14           collective choice -- because I hear you talk 

15           sometimes:  Oh, charter schools are taking 

16           students.  But parents are making the choice 

17           to send their kids to charter schools.  And 

18           that collective choice can sometimes be 

19           eye-opening.  

20                  In New York City today, 39 -- 39 

21           percent of Black students in the early grades 

22           attending a New York City public school are 

23           attending a public charter school.  Why?  For 

24           all the reasons that anyone picks schools: 


                                                                   593

 1           sense of safety, building feels like family, 

 2           they like the curriculum, wraparound 

 3           services, et cetera, et cetera.

 4                  But one reason does stick out in a 

 5           world where NAEP scores were just released, 

 6           and they are pretty grim.  The fact is that 

 7           year after year, Black and Hispanic charter 

 8           school students outperform their counterparts 

 9           in New York City public schools by large 

10           amounts.  And this year -- last year, 

11           24 percentage points on the state 3-8 

12           assessments in math, and with similar but 

13           smaller gaps in ELA.  

14                  You may not be aware of that fact, but 

15           I assure you that most of the parents of the 

16           149,000 students who chose a charter over a 

17           district school in New York City are aware of 

18           it.

19                  As to the Governor's proposed budget, 

20           we applaud the Governor on increasing state 

21           aid but share New York City public schools' 

22           concerns about implementing only some of the 

23           Foundation Aid fixes.

24                  A cellphone ban -- generally in 


                                                                   594

 1           agreement, need to talk more with our charter 

 2           schools which already have programs in place 

 3           to see how it will work.

 4                  And finally, we welcome the inclusion 

 5           of charter schools in the Governor's proposal 

 6           to launch the High School Opportunity Fund.  

 7           It's a great program, and it's a great 

 8           example of including charters instead of 

 9           excluding them, which too often in the past 

10           has happened.

11                  Thank you so much.

12                  MS. HALL:  Good evening again.  My 

13           name is Anna Hall, and I'm here from the 

14           New York Charter Schools Association, 

15           representing the over 350 charter schools 

16           across the state, from the Bronx to Brooklyn 

17           and all the way up to Buffalo.

18                  So I won't read the written submitted 

19           testimony that we've already provided.  

20           Instead I'd like to use this opportunity to 

21           be responsive to some of the themes that you 

22           all have heard already from our public school 

23           counterparts.  

24                  First of all, we agree about the 


                                                                   595

 1           urgency and the necessity to revise and 

 2           revisit the Foundation Aid formula to reflect 

 3           the more current and accurate use of data and 

 4           more modern understanding about the use of 

 5           resources that some students and districts 

 6           that disproportionately serve them need in 

 7           order to meet their needs.  This is also true 

 8           for charter schools.  

 9                  And I think one thing that has been 

10           missing in the conversation about 

11           Foundation Aid is that charter students 

12           generate Foundation Aid for their host 

13           districts but do not receive Foundation Aid 

14           according to their student need categories, 

15           even as they are currently configured and 

16           outside of the revisions that the Governor 

17           has proposed.  The charter funding formula 

18           actually predates the Foundation Aid formula 

19           and unintentionally has created this 

20           us-versus-them mentality around funding 

21           between district schools and charter schools 

22           that you've already heard from district 

23           leaders today.

24                  It's something that can and should be 


                                                                   596

 1           fixed.  Because when it comes to student 

 2           needs, it's about the children and not about 

 3           the adults.  So the state should pursue a 

 4           funding formula that will take longer than 

 5           just this year, that recognizes student need 

 6           regardless of the type of public school that 

 7           students' parents choose for them, as James 

 8           shared, and end this process that makes the 

 9           district feel as if they are paying for 

10           charter schools and their students.  They are 

11           all public school students, and they are 

12           collectively our responsibility.

13                  A very specific example of the 

14           disconnect of the relationship between the 

15           charter funding formula and Foundation Aid 

16           manifested itself for Rochester charter 

17           schools specifically just this past year.  Of 

18           any public school in the state, Rochester 

19           charters lost state funding going from FY '24 

20           to FY '25 despite general legislative support 

21           both from the local delegation, from the 

22           Governor's office, and legislative leaders.

23                  To address the potential decrease via 

24           bullet aid in last year's budget, confusion 


                                                                   597

 1           about the difference and the disconnect 

 2           between Foundation Aid and the charter 

 3           funding formula actually prevented that 

 4           timely and necessary correction.  And so 

 5           those schools that serve disproportionately 

 6           low-income and minority students in one of 

 7           the most challenged school districts in the 

 8           state lost money, even as the district 

 9           increased their own funding.

10                  CHAIRMAN PRETLOW:  Thank you for your 

11           testimony.

12                  MS. HALL:  Thank you.

13                  CHAIRMAN PRETLOW:  Assemblyman Ra.

14                  ASSEMBLYMAN RA:  Yes.

15                  Just on the school security issue.  I 

16           know we had some numbers we had talked about 

17           in the aftermath of October 7th in terms of 

18           doubling the existing funding -- which it was 

19           45, to $90 million.  Any particular numbers 

20           you can give us in terms of what you feel the 

21           need is? 

22                  MS. ALTFIELD:  Yeah.  So thank you for 

23           asking the question, because the need is 

24           really great.


                                                                   598

 1                  Right after October 7th we did a 

 2           survey and we surveyed a bunch of our schools 

 3           across the state, Jewish/not Jewish, Islamic, 

 4           Catholic, and we found that just after -- 

 5           directly the months after October 7th, 

 6           security spending increased 47 percent.  

 7                  Now we've done a new study -- so that 

 8           was last year, the last school year, in the 

 9           middle of the school year.  They were already 

10           charging parents more money for security 

11           costs.  We've started a new survey for this 

12           year, and that -- we're still gathering some 

13           information, but we're currently at an 

14           80 percent increase from last year's budgets 

15           in school spending to this year's.

16                  So schools are spending money on 

17           increased guards, on bollards, bulletproof 

18           windows.  If I had to choose one of what's 

19           the most costly and what are schools 

20           choosing, it's guards.  Parents refuse to 

21           send the kids to school unless there's guards 

22           in front of the school, visible.  We even had 

23           some schools last year close because they 

24           didn't feel they had adequate security on 


                                                                   599

 1           certain days where there were Days of Rage, I 

 2           would say. 

 3                  So this extra money -- last year it 

 4           went from 45 to 70.  We were asking last year 

 5           for the 90, we didn't get there.  But getting 

 6           up to that 90 would help secure these 

 7           schools, and it is allowable for guards, for 

 8           usage of guards.

 9                  MR. CULTRARA:  Mr. Ra, if I can add, 

10           in addition to addressing the desperate 

11           security needs of schools, you were good 

12           enough to change the law two years ago to 

13           allow those funds also to be used for 

14           critical capital needs for health, safety, 

15           security.  So if there's a structural need at 

16           the school, you can use it.

17                  Just the archdiocese alone, which is 

18           three boroughs in the city and seven upstate 

19           counties, has capital needs of 800 million.  

20           And that's all health, safety, and security 

21           needs.

22                  ASSEMBLYMAN RA:  Thank you.

23                  CHAIRMAN PRETLOW:  Senate?

24                  CHAIRWOMAN KRUEGER:  Senator Shelley 


                                                                   600

 1           Mayer.

 2                  SENATOR MAYER:  I have a question.  

 3                  Mr. Cultrara, on the immunization -- I 

 4           know this comes up every year -- what is the 

 5           compliance rate with the immunization 

 6           requirements in the Catholic schools that you 

 7           represent?  Do you know? 

 8                  MR. CULTRARA:  You mean the percentage 

 9           of kids who are fully immunized? 

10                  SENATOR MAYER:  Yes.

11                  MR. CULTRARA:  I do not know that, but 

12           I'll ask our superintendents.  

13                  But knowing that the Health 

14           Department, through county health 

15           departments, the State Health Department, are 

16           now publicizing that principals are subject 

17           to personal fines -- not the school, the 

18           individual principal is subject to a fine -- 

19           our folks are scared.  

20                  So they're spending the time to make 

21           sure -- time that they don't have, that 

22           they're supposed to be devoting to education, 

23           they're now spending the time working with 

24           the Health Department, looking over 


                                                                   601

 1           fraudulent records and so on, because they're 

 2           intimidated by those fines.  So I can tell 

 3           you, they are faithful in enforcing that law.

 4                  RABBI SILBER:  Senator, I'm sorry --

 5                  SENATOR MAYER:  Yeah, go ahead, Rabbi. 

 6                  RABBI SILBER:  -- if I could just add 

 7           quickly, we did a survey a number of years 

 8           ago.  I think it was a time when there was a 

 9           bill which took away the religious exemption, 

10           I believe.

11                  SENATOR MAYER:  Yes.

12                  RABBI SILBER:  And at that time 

13           compliance was over 95 percent.  So it was a 

14           few years ago.  

15                  It's possible, through COVID, all the 

16           vaccine stuff may have gone down a little 

17           bit, which hurt all vaccinations, but it was 

18           quite high.

19                  MR. CULTRARA:  And our -- I know our 

20           superintendents told me they don't -- their 

21           principals don't accept kids who had even 

22           religious exemptions, because there is no -- 

23           something -- there's nothing in Catholic 

24           teaching against -- 


                                                                   602

 1                  SENATOR MAYER:  There is no religious 

 2           objection left.  We removed it.

 3                  MR. CULTRARA:  That's right.  And we 

 4           were happy that you removed that exemption.

 5                  SENATOR MAYER:  Well, I'm glad you 

 6           were.  Not everybody was.  

 7                  You mentioned the cost of $30 per 

 8           pupil for the -- where did you get that 

 9           number?

10                  MR. CULTRARA:  So the Weinstock {ph} 

11           survey of about 10 years ago --

12                  SENATOR MAYER:  Oh.

13                  MR. CULTRARA:  -- reviewed --

14                  SENATOR MAYER:  You mentioned that.

15                  MR. CULTRARA:  -- surveyed the 

16           administrators in schools in the three 

17           cities.

18                  SENATOR MAYER:  Okay.  Thank you.

19                  And in the charter community, I 

20           appreciate you talking about parent choice.  

21           But you can apply for and be granted a 

22           charter before the school's open and before 

23           parents choose you.  

24                  So one of my concerns in a school in 


                                                                   603

 1           my district is there was tremendous 

 2           opposition -- from the district, from 

 3           parents, from teachers, from the community -- 

 4           and yet the charter was granted by SUNY as a 

 5           new charter.  And if it ultimately opens, 

 6           maybe some parents will choose.  

 7                  But the way you're describing it is as 

 8           if parents petition to create the charter.  

 9           They're not the petitioners in these cases.

10                  MR. MERRIMAN:  I mean, I'd just say 

11           that for parents, the most important thing 

12           they have is their children.  So I wouldn't 

13           denigrate the fact that they're choosing the 

14           school.  I'm not sure what the difference is.  

15                  Of course there has to be a school 

16           created.   Not every parent wants to go to 

17           that school.

18                  SENATOR MAYER:  Right.  I'd just say 

19           some of our comments, they have to do with 

20           the approval process, not the choice.

21                  MR. MERRIMAN:  Understood.

22                  SENATOR MAYER:  Okay, thank you.

23                  MS. HALL:  Could I just say quickly --

24                  CHAIRWOMAN KRUEGER:  No.


                                                                   604

 1                  CHAIRMAN PRETLOW:  No.  

 2                  MS. HALL:  -- if not enough parents 

 3           want their students to go, they -- 

 4                  CHAIRMAN PRETLOW:  Assemblywoman 

 5           Pheffer Amato.

 6                  ASSEMBLYWOMAN PHEFFER-AMATO:  Good 

 7           evening.  

 8                  Regarding the school security -- and I 

 9           appreciate you requesting additional funding.  

10           As you know, I visit my public schools, my 

11           nonpublic schools, and my charter schools.  

12           But the increased funding is because when I 

13           went to like St. Helen's, the security guard 

14           was only funded for two hours.  That's all 

15           they can afford on a weekly basis.  

16                  And then you're saying also the money 

17           would go towards the upgraded -- the door 

18           locking system, and they could apply that.

19                  So all these schools -- so that's -- I 

20           think it's for everyone to understand that 

21           they can't -- it's not for eight hours a day 

22           or after school, there's no security.  Or 

23           when basketball plays, there's no security.  

24                  So that's what the increased dollars 


                                                                   605

 1           will help cover, a full day's security guard, 

 2           correct? 

 3                  MS. ALTFIELD:  Yes.  It's per-pupil 

 4           allocation.

 5                  ASSEMBLYWOMAN PHEFFER-AMATO:  Okay.

 6                  MS. ALTFIELD:  So it depends on how 

 7           many students are in the school.  So it could 

 8           fluctuate depending how much they are 

 9           allocated.  

10                  But the closer we -- the more money 

11           that schools are getting, the closer they're 

12           getting to be able to fund at least a full 

13           guard, for instance, of what you're talking 

14           about.  

15                  Right now the majority of schools are 

16           not getting enough money to fund a full 

17           guard.  That is the most expensive when it 

18           comes to security funding, because it's a 

19           recurring cost every single year.  And in the 

20           past year or two we've seen not just one 

21           security guard, but two or three -- one at 

22           the gate when they first drive through, one 

23           at the front of the door, one at the door 

24           maybe on the back side of the school.  We've 


                                                                   606

 1           had schools that have had to spend $1200 a 

 2           day just to get a new security guard.

 3                  ASSEMBLYWOMAN PHEFFER-AMATO:  Well, I 

 4           agree with you, especially retrofitting older 

 5           buildings, even at the -- I think it's called 

 6           Nativity, Church of Nativity in Ozone Park.  

 7           You know, it's an older-shaped building and 

 8           they had to invest a lot of money in figuring 

 9           out how to lock doors and things like that.  

10                  So it's older schools.  So I thank you 

11           for the increased money.

12                  Rabbi, going to the special needs and 

13           what the city has done with this arbitrary 

14           date in June, and there's a lawsuit, what do 

15           you see of the effect?  Are the students 

16           getting the services?  Because it's as you 

17           say, it's about the student.  And I know from 

18           constituents that they're not getting their 

19           services because the parents can't afford 

20           them.  

21                  Where are we with this? 

22                  RABBI SILBER:  There are thousands of 

23           kids not getting services.  I don't have the 

24           exact number, but the case I cited before, 


                                                                   607

 1           the family in Harlem who has a child with 

 2           cerebral palsy and there's no aide to help 

 3           with the wheelchair.  Tomorrow, there's a -- 

 4           City Council has a hearing, which a number of 

 5           parents are going to be testifying in 

 6           New York City of services that have been 

 7           denied.  And those --

 8                  ASSEMBLYWOMAN PHEFFER-AMATO:  Speaking 

 9           completely just cut off?  So they're not 

10           going to pay for it, that's it?  

11                  RABBI SILBER:  Well, they got offers, 

12           but that's on a waiver.  And if they paid on 

13           their own, out of pocket, they will not 

14           get -- if they sign the waiver, they will not 

15           get reimbursed.

16                  ASSEMBLYWOMAN PHEFFER-AMATO:  That's 

17           ridiculous.  Okay, thank you.  That's not 

18           taking care of the students.  

19                  So I appreciate that.  Thank you.

20                  CHAIRMAN PRETLOW:  Thank you.

21                  Senate?

22                  CHAIRWOMAN KRUEGER:  Senator John Liu.

23                  SENATOR LIU:  Thank you, Madam Chair.  

24                  I don't have any questions for this 


                                                                   608

 1           illustrious panel, but I do want to thank 

 2           them for being here every single year without 

 3           fail, no matter what.  And I may not agree 

 4           with everything that everyone says here, but 

 5           I do appreciate your comments.

 6                  Thank you. 

 7                  RABBI SILBER:  Senator Liu, if I could 

 8           say something.  Every year you're here to 

 9           hear us, every year you're here and you stay 

10           the full day.  And we appreciate your 

11           listening to our concerns.  And I like your 

12           questions, usually.  I'm sorry you don't have 

13           any questions this year.

14                  (Laughter.) 

15                  SENATOR LIU:  I could give you 

16           questions.  I don't know if you're going to 

17           thank me for the questions.

18                  MR. MERRIMAN:  I want to thank you for 

19           not asking a question.

20                  (Laughter.)

21                  SENATOR LIU:  Yeah.  I thank you, 

22           James, for being here every year.  I don't 

23           agree with much of what you said, but I'm 

24           going to leave it at that.  


                                                                   609

 1                  Thank you.

 2                  CHAIRWOMAN KRUEGER:  We'll take it 

 3           back to the Assembly, because it was almost 

 4           like a question.  

 5                  CHAIRMAN PRETLOW:  Okay.  We'll close 

 6           it out with the Assembly.

 7                  CHAIRWOMAN KRUEGER:  And then I'll 

 8           be -- no, I have a question.  

 9                  CHAIRMAN PRETLOW:  You have a question 

10           also?  Oh, okay.  

11                  CHAIRWOMAN KRUEGER:  Yeah.  You go.

12                  CHAIRMAN PRETLOW:  Okay.  Well, I just 

13           have one question, for Mr. Merriman.  

14                  You're telling me that I've been lied 

15           to, because I represent two school districts 

16           that were here earlier, and both of them 

17           agreed that when the child that goes to a 

18           charter school is sent back, they keep the -- 

19           they make the -- the charter school retains 

20           their tuition.  

21                  You're telling me that's not true? 

22                  MR. MERRIMAN:  It's not true.  And we 

23           will send you a letter detailing exactly how 

24           the law works.


                                                                   610

 1                  CHAIRMAN PRETLOW:  This is a state 

 2           law? 

 3                  MR. MERRIMAN:  It is.  Well, it's in 

 4           the Charter Schools Act, and then a 

 5           regulation promulgated by NYSED back in 2000.

 6                  MS. HALL:  So every other month, in 

 7           advance, the charter school sends a roster to 

 8           the host district.  And then 30 days after, 

 9           the district pays.  

10                  Now, a lot can happen, right, every 

11           other month.  So at the end of the year, the 

12           district and the charter reconcile.

13                  So if a charter sent an invoice and 

14           the next day a kid transferred to a different 

15           school, at the end of the year they 

16           reconcile, by day, the attendance, the 

17           enrollment of the students.  And sometimes 

18           the district owes the charter money, and 

19           sometimes the charter owes the district 

20           money.

21                  So in fairness, on any given day there 

22           could be noise in the numbers because kids 

23           and families move.  And in particular, 

24           low-income and minority students have higher 


                                                                   611

 1           levels of transitioning schools and addresses 

 2           than their higher-income peers.  

 3                  So that's why the reconciliation 

 4           process is intended to get it all literally 

 5           reconciled at the end of the school year.  To 

 6           an individual day -- by student, by day.

 7                  CHAIRMAN PRETLOW:  Okay, I look 

 8           forward to seeing that information.

 9                  Senator?

10                  CHAIRWOMAN KRUEGER:  Thank you very 

11           much.

12                  So I think this is just for the 

13           nonpublic schools.  But if I'm wrong, then 

14           the charters will pipe in.  So in '21-'22 we 

15           provided approximately 500 million in federal 

16           funds associated with the Governor's 

17           Emergency Education Relief programs, GEER, 

18           funded through federal coronavirus response 

19           relief.

20                  Has anybody ever audited any of the 

21           nongovernmental schools to find out how much 

22           of that money went to you and what it was 

23           used for? 

24                  MR. CULTRARA:  The Archdiocese of 


                                                                   612

 1           New York was audited because it was the 

 2           largest recipient in the country of 

 3           EANS dollars -- audited by not only the 

 4           U.S. Department of Education, but FEMA.  

 5                  It's also important to point out that 

 6           unlike ESSR, which was COVID relief for 

 7           public schools, virtually every school 

 8           district in the country received COVID relief 

 9           from the federal government.  Religious and 

10           independent schools only -- in New York, only 

11           about 40 percent in the initial round and 

12           only about 24 percent of schools were 

13           eligible.

14                  So fewer of our schools were eligible, 

15           and our list of allowable activities was far 

16           more limited than what public schools were 

17           allowed to do.  We have a lot to complain 

18           about with the EANS dollars.  We were 

19           grateful for what we got.

20                  RABBI SILBER:  There were also 

21           restrictions on usage.  Some of it was 

22           supposed to go to the GEER, to the Governor's 

23           fund, and -- you know, you know more about it 

24           than I do for this.


                                                                   613

 1                  MR. CULTRARA:  Yeah.  In the audit of 

 2           the Archdiocese of New York, schools were 

 3           allowed to apply for both year -- or, excuse 

 4           me -- what was the --

 5                  MS. HALL:  PPP.

 6                  MR. CULTRARA:  -- PPP and EANS 

 7           simultaneously.  Because the deadlines 

 8           overlapped.  But they couldn't receive both.  

 9           But they could apply for both.

10                  MS. ALTFIELD:  And EANS II, there was 

11           a second round of EANS II, which money is 

12           still trying to be allocated.  The deadline 

13           is June something.  And there are serious 

14           restrictions where there's millions of 

15           dollars that are probably not going to be 

16           used because the schools can't even draw the 

17           money down to use it for things that they 

18           need.

19                  CHAIRWOMAN KRUEGER:  Does it have to 

20           be capital, or can it be security and some of 

21           the other issues you've raised tonight?

22                  MS. ALTFIELD:  Not to my knowledge, of 

23           security.  I don't know if you can, but -- 

24                  RABBI SILBER:  No.  Not security.


                                                                   614

 1                  MS. ALTFIELD:  No security.

 2                  CHAIRWOMAN KRUEGER:  So we need to 

 3           follow-up on that.

 4                  MR. CULTRARA:  Personal protective 

 5           equipment, mental health, professional 

 6           development.

 7                  RABBI SILBER:  It has to be somewhat 

 8           COVID-related, I think. 

 9                  MR. CULTRARA:  Air quality.

10                  MS. ALTFIELD:  And EANS I was a lot 

11           more -- less -- EANS I was less restrictive, 

12           where it was a lot more educational based, 

13           where they could use it for educational 

14           services.  EANS II has a lot more 

15           restrictions, where schools are saying, if I 

16           can use it for educational services, I have 

17           things to use it for.  But there's still 

18           money being left on the table.

19                  CHAIRWOMAN KRUEGER:  So for the 

20           charter schools -- very short.  Oh, damn.  

21           Never mind.  I'll have to follow up with you 

22           afterwards.  Thank you.  

23                  (Laughter.)

24                  MR. MERRIMAN:  The rest is silence.


                                                                   615

 1                  CHAIRMAN PRETLOW:  That concludes this 

 2           panel.  Thank you very much.

 3                  MR. CULTRARA:  Great.

 4                  RABBI SILBER:  Okay.  Thank you.  

 5                  CHAIRWOMAN KRUEGER:  And our final 

 6           panel will be Panel G -- G for great.  

 7                  (Off the record.)

 8                  CHAIRMAN PRETLOW:  Good evening, and 

 9           welcome to the New York State Assembly final 

10           panel for the New York State budget for the 

11           '25-'26 budget.  

12                  For the benefit of our audiovisual 

13           people, could the three of you just introduce 

14           yourselves before you start your testimony?

15                  MR. SMINK:  Sure.  I'm Jeff Smink, the 

16           deputy director at the Education 

17           Trust-New York.

18                  MS. MARCOU-O'MALLEY:  I'm Marina 

19           Marcou-O'Malley.  I'm the co-executive 

20           director of the Alliance for Quality 

21           Education.

22                  MS. WEBER:  Good evening.  I'm 

23           Beatrice Weber, a senior advisor at YAFFED.

24                  CHAIRMAN PRETLOW:  Thank you.  Welcome 


                                                                   616

 1           all.

 2                  CHAIRWOMAN KRUEGER:  I think we lost 

 3           the YMCA.

 4                  CHAIRMAN PRETLOW:  We lost the YMCA?

 5                  STAFF MEMBER:  Yes, they're not here.

 6                  CHAIRMAN PRETLOW:  The Village People 

 7           must have got them, okay.

 8                  (Laughter.)

 9                  CHAIRMAN PRETLOW:  Who's to start?

10                  MS. WEBER:  Good evening, committee 

11           chairs.  My name is Beatrice Weber.  As I 

12           mentioned earlier, I'm a senior advisor at 

13           YAFFED, which is an advocacy organization 

14           dedicated to ensuring that students at 

15           Hasidic and Haredi yeshivas get a full 

16           education.

17                  To be clear, most Jewish schools are 

18           good.  There are tens of thousands of 

19           Jewish students whose schools do an 

20           exceptional job throughout the state of 

21           providing general education alongside 

22           religious studies.  However, there are 

23           approximately 65,000 students attending 

24           Hasidic yeshivas that are still failing to 


                                                                   617

 1           provide a sound, basic education.

 2                  Last year I came here and spoke, 

 3           asking that the current law not be changed.  

 4           Then during budget negotiations, and again at 

 5           the end of the session, a deal came so close 

 6           to being passed that would have derailed 

 7           enforcement of the law, which demands that 

 8           every nonpublic school provides a 

 9           substantially equivalent education to the 

10           local public schools.  Children's education 

11           and their future were almost traded away for 

12           politics.  

13                  I am here again to ask you to stand up 

14           to these attempts to deal away children's 

15           educations.  Please do not change the law.  

16           Let the State Education Department's 

17           regulation be implemented.  Let State Ed do 

18           the tough job of regulating the 

19           nonpublic-school sector.

20                  The State Education Department has 

21           made great efforts to enforce these 

22           regulations despite political pressure.  They 

23           have been courageous, and the regulation must 

24           be allowed to be fully implemented.  They put 


                                                                   618

 1           much thought behind this process.  

 2                  I want you to know that immediately 

 3           upon this regulation, certain yeshiva 

 4           operators challenged it in court.  They lost, 

 5           and they continue to try the court again and 

 6           again to derail legal enforcement.  But they 

 7           keep on striking out.  And legislative 

 8           dealmaking seems to be their last, best hope.  

 9                  Let NYSED do their job.  Let them 

10           regulate this.  This is about children's 

11           right to an education, not the rights of 

12           religious schools to discriminate.  

13                  They are violating the state law 

14           currently by taking government money and 

15           ignoring compliance mandates attached to 

16           these funding programs.  On June 30th, 2023, 

17           18 schools were found to be noncompliant.  

18           Some of these offered no general education at 

19           all.  That means students weren't being 

20           offered any English language, math, or 

21           science at all.

22                  Since then, what has happened?  

23           Nothing.  Nothing at all.  That's what we 

24           keep on hearing from parents.


                                                                   619

 1                  The first school that was declared 

 2           noncompliant happened on October 6, 2022 -- 

 3           and we're in 2025.  And again, nothing has 

 4           changed in that school.  Yeshiva leaders are 

 5           being told by Hasidic leadership that they 

 6           have the highest-ranking politicians in their 

 7           pockets and that true enforcement will never 

 8           happen.  So nothing actually changes in the 

 9           classroom.

10                  Students are continuing to fall behind 

11           and even sometimes graduate from their 

12           schools without learning the tools they need 

13           to find employment and fully participate in 

14           our society.  We have advocated for state 

15           funding for remediation programs for these 

16           students.  To date, we have heard nothing 

17           being planned, and we believe the state has a 

18           responsibility to do this.

19                  CHAIRMAN PRETLOW:  Thank you, 

20           Ms. Weber.

21                  MS. MARCOU-O'MALLEY:  Thank you, 

22           everyone.  Thank you for actually staying 

23           this long and listening to all this 

24           testimony.  Thank you for giving us the 


                                                                   620

 1           opportunity to testify before you.

 2                  Chairs Krueger, Pretlow, Mayer, and 

 3           Liu, Assemblymember Magnarelli, thank you so 

 4           much.  And everybody else here, thank you so 

 5           much for listening to all of us.  

 6                  I won't repeat many of the things that 

 7           many others have testified before me, have 

 8           already said regarding the Executive Budget, 

 9           and particularly the Foundation Aid formula.

10                  I do have to say, because we don't get 

11           to say it often, we were pleased that the 

12           Governor actually put a significant amount of 

13           money in the Foundation Aid formula this year 

14           and for some of the proposed changes that she 

15           has made for the formula.  Generally, we are 

16           in support, and the formula desperately needs 

17           the updates in the poverty counts.

18                  I will say that the change to the 

19           small area income and poverty estimates 

20           affect certainly some school districts, 

21           New York City being the biggest one.  But out 

22           of the -- it effects 24 school districts, 

23           actually; 16 of them are high-needs.  So when 

24           you make this change to the Foundation Aid 


                                                                   621

 1           formula, you can't just make that alone.  

 2           Right?  

 3                  You heard that the Regional Cost Index 

 4           is really important and will make up for a 

 5           lot of the money that school districts were 

 6           anticipating and they're not going to get 

 7           under this change.  And in fact, the AQE has 

 8           two years ago -- been very long on the record 

 9           proposing changes to the formula.  But two 

10           years ago in particular, and there's a 

11           citation in my testimony, we put out a report 

12           with the Educational Law Center that details 

13           a bunch of recommendations to the formula, 

14           many of which have been in the Rockefeller 

15           report and many of which the Board of Regents 

16           support.

17                  The biggest issue, though, is that you 

18           can't just take one thing isolated, right, 

19           you have to see holistically how it affects 

20           school districts.  So if you are going to 

21           change the poverty counts, you also have to 

22           change the Regional Cost Index.  It would 

23           rightsize -- it will make right the 

24           Foundation Aid for a lot of school districts.


                                                                   622

 1                  In addition to that -- and there is 

 2           more detail in my testimony on all of that -- 

 3           I would urge you to actually make the changes 

 4           to the pre-K -- the pre-K changes that the 

 5           State Education Department is recommending.  

 6           There are a lot of school districts that have 

 7           had low rates for a long time, and they need 

 8           to update those.

 9                  I only see I have 20 seconds, so I 

10           will say this very quickly.  We are in a time 

11           where New York for All needs to be passed.  

12           Many kids are afraid to go to school.  

13           Families are living in fear of ICE.  That 

14           shouldn't be the case.  And we need to make 

15           sure that that is not the daily reality for 

16           them.

17                  CHAIRMAN PRETLOW:  Thank you.

18                  MR. SMINK:  Well, good evening.  It's 

19           an honor to be the last presenter of the 

20           evening.  

21                  I'm, again, Jeff Smink with 

22           Education Trust-New York.  For those not 

23           familiar, Ed Trust-New York is a statewide 

24           policy and advocacy organization that seeks 


                                                                   623

 1           to close opportunity gaps that keep too many 

 2           students from reaching their full potential, 

 3           particularly students of color and those from 

 4           low-income backgrounds.

 5                  Our work is data-driven and 

 6           student-centered, and we work in partnership 

 7           and coalition with civil rights 

 8           organizations, education organizations, 

 9           parents and nonprofits across the state.  Our 

10           policy agenda for this year and all years is 

11           premised on the belief that all kids, all 

12           children, all students can succeed in school 

13           when they're provided with high-quality, 

14           culturally relevant instruction and support 

15           that's equity-driven and student-focused.

16                  Even though the pandemic is behind us, 

17           we know -- and I'm sure many of you heard 

18           about the NAEP results released today showing 

19           that New York students remain below 

20           pre-pandemic levels in math and reading.  

21           Most concerning to us in the NAEP report is 

22           that over half of Black and Latinx students 

23           are scoring at below basic in math and 

24           reading.  Below basic is the lowest 


                                                                   624

 1           performance level on NAEP, which indicates a 

 2           lack of even partial mastery in reading and 

 3           math.  That's really, really concerning.

 4                  So as a result, we're really urging 

 5           state and district leaders to address this 

 6           moment with urgency and increase efforts to 

 7           give students and educators the resources and 

 8           support they deserve, particularly in 

 9           high-needs schools.

10                  So our ask for the Legislature this 

11           year -- I'll start on Foundation Aid, which I 

12           know you've heard a lot about today.  We 

13           share many of the concerns that have been 

14           shared all day, agree that the formula is 

15           flawed and outdated.  

16                  We were disappointed by the Governor's 

17           proposal.  Again, it needs to be part of a 

18           comprehensive set of reforms, you know, as 

19           many of us have talked about.  And again as 

20           we've talked about, if these changes are 

21           adopted without these additional reforms, we 

22           could see cuts in places like New York City, 

23           which is the last thing we need right now.

24                  So as a result, we're recommending for 


                                                                   625

 1           this year that the Legislature look at 

 2           changing how poverty is measured.  There 

 3           should be a differentiated weight for 

 4           concentrations of poverty, as was discussed 

 5           in the Rockefeller study.  

 6                  Very supportive of adding a funding 

 7           weight for students in temporary housing and 

 8           foster care.  We know this is a growing 

 9           population.  And finally, as we just 

10           mentioned, updating the Regional Cost Index 

11           to better reflect current cost.

12                  I'm running out of time, so I'm going 

13           to -- many of our details are in the 

14           testimony.  I did want to touch on two 

15           things.  

16                  Literacy is one of our top priorities 

17           and has been for several years.  Last year's 

18           investment was a great start.  We want to see 

19           more investment, particularly in professional 

20           learning for educators.  We're asking the 

21           Legislature to build on last year's 

22           investment.  There was no money included in 

23           the Governor's budget for K-12 literacy, and 

24           those stats I just talked about illustrate 


                                                                   626

 1           why we need more of an investment.  

 2                  And then, finally, college and 

 3           high school is another priority of our 

 4           organization.  We're pleased to see some 

 5           funding included in the Executive Budget, but 

 6           we'd like to see an expansion of those funds 

 7           to help replicate successful models, increase 

 8           access for underrepresented groups, and 

 9           create new programs in parts of the state 

10           that have limited programming.

11                  CHAIRMAN PRETLOW:  Okay, thank you.

12                  Assemblyman Magnarelli.  

13                  ASSEMBLYMAN MAGNARELLI:  Very quickly, 

14           I would be remiss if I didn't say thank you 

15           to the three of you for staying here.  I've 

16           been watching; you've been here just about 

17           the whole day.  

18                  So I've learned a lot during all of 

19           these question-and-answer periods.  Same 

20           here, and I want to thank you for being here.  

21                  Thank you.

22                  CHAIRMAN PRETLOW:  Senator?

23                  CHAIRWOMAN KRUEGER:  Thank you.

24                  Senator Shelley Mayer.  


                                                                   627

 1                  SENATOR MAYER:  In the first place, 

 2           thank you, Beatrice, for being here and 

 3           reminding us about those -- you know, those 

 4           students who are in schools where they are 

 5           not learning what we need them to learn for 

 6           substantial equivalency.

 7                  As far as Ed Trust's testimony, I 

 8           appreciated you brought up something we 

 9           haven't talked about, which is additional 

10           money for FAFSA, Universal FAFSA, and 

11           enrollment -- which, you know, we did pass 

12           the bill, and that really is a good 

13           development.  

14                  You say 3 million -- is that sort of a 

15           made-up number, can I say? 

16                  MR. SMINK:  (Laughing.)  It's a number 

17           we came up with in talking with partners, 

18           yeah.  But again, the idea is to give 

19           community partners some support in schools to 

20           do that outreach necessary to meet the law's 

21           requirements.

22                  SENATOR MAYER:  And I'm interested in 

23           your college and high school data that you 

24           have in your testimony, which is -- I think 


                                                                   628

 1           we are -- most of us are very supportive of 

 2           the Governor's proposal, subject to the 

 3           details.  

 4                  But can you share with us this data -- 

 5           students were more likely to persist and earn 

 6           their degrees on time and likely to receive a 

 7           degree -- is that something that's in a 

 8           report that Ed Trust did? 

 9                  MR. SMINK:  Yeah, that's part -- we 

10           have a tool called To and Through, which 

11           tracks students through high school and 

12           through college.  And so what we did is 

13           actually looked at students that went through 

14           an early college program and saw how they 

15           persisted in college, and that's where we got 

16           that data from.

17                  I'm happy to share that tool with you 

18           all.

19                  SENATOR MAYER:  Okay.  And just on the 

20           AQE part -- I mean, it is refreshing that 

21           this is a year which AQE is pretty 

22           complimentary of the Governor's effort.  I 

23           think this is the first in my time up here.

24                  All that being said, you have 


                                                                   629

 1           additional asks for additional money in 

 2           particular areas.  And you're supporting the 

 3           Regional Cost Index being modified or 

 4           extended to additional districts, 

 5           particularly to make up for the shortfall in 

 6           New York City.  

 7                  MS. MARCOU-O'MALLEY:  Absolutely.  

 8           Yes, we do.  We are 100 percent in support of 

 9           that.  

10                  And in fact, I would say that it is 

11           not only New York City that will benefit from 

12           that.

13                  SENATOR MAYER:  No, I know.

14                  MS. MARCOU-O'MALLEY:  Right? 

15                  SENATOR MAYER:  It's my district, too.

16                  MS. MARCOU-O'MALLEY:  It is kind of 

17           mind-boggling to me that we've put Yonkers in 

18           the same cost region as Kingston or -- 

19                  SENATOR MAYER:  Kingston? 

20                  MS. MARCOU-O'MALLEY:  Yeah.  It's all 

21           in the Hudson Valley.

22                  SENATOR MAYER:  The whole -- the whole 

23           Northern New York, it's -- 

24                  MS. MARCOU-O'MALLEY:  Yes. 


                                                                   630

 1                  SENATOR MAYER:  It doesn't make a lot 

 2           of sense.  

 3                  Thank you again for your advocacy, and 

 4           thank you all for sticking around.

 5                  That's it for me.  Thank you.

 6                  CHAIRMAN PRETLOW:  Assemblywoman 

 7           Pheffer-Amato.

 8                  ASSEMBLYWOMAN PHEFFER-AMATO:  Good 

 9           evening.  We're truly all the dedicated 

10           educators here as we stay here wee into the 

11           night.  

12                  We just thank you for being here, and 

13           I appreciate your statement that yeshivas are 

14           doing -- there are good, successful yeshivas, 

15           so I appreciate that.  I feel like we've just 

16           grown from last year when we talked at this 

17           hearing.  

18                  And the last group talked about STEM, 

19           and we're increasing STEM funding to schools 

20           and have proven that the more we put into the 

21           schools, the more they're learning.

22                  So that being said, the numbers 

23           that -- you know, when you're talking about 

24           this large number of kids who are not being 


                                                                   631

 1           educated, where is that data coming from?  

 2           And I understand the one school, and that's, 

 3           you know, in the city.  But where is 

 4           65,000 -- last year 65,000 kids are below 

 5           reading level?

 6                  MS. WEBER:  They -- it's not that 

 7           they're below reading level.  In addition, 

 8           they don't actually get instruction.  They 

 9           don't have teachers who are in any way 

10           qualified to teach.  Oftentimes those 

11           teachers don't read -- themselves don't read 

12           at a eighth-grade level, even, and they're 

13           the ones teaching.

14                  So we have gathered data on those 

15           schools across the state and have come to the 

16           estimate of 65,000.  Unfortunately, none of 

17           those schools would qualify for any type of 

18           STEM funding.  Trust me, if a school 

19           qualifies for state funding, they're not on 

20           our list.  They're good.

21                  These schools, they're not even hiring 

22           teachers that have graduated high school, for 

23           the most part.  Those are the ones we're 

24           concerned about.


                                                                   632

 1                  ASSEMBLYWOMAN PHEFFER-AMATO:  So how 

 2           are they existing under our watch, under this 

 3           committee?  How is that still continuing, in 

 4           your opinion? 

 5                  MS. WEBER:  Well, there are deadlines 

 6           for them to comply.  And I know the 

 7           State Education Department's doing a good job 

 8           of following up.  They are understaffed, as 

 9           they tell us often.  And they need resources.  

10                  And our request for you is to allow 

11           the State Education Department to continue 

12           doing their job.  And if all proceeds as it's 

13           supposed to, those schools will come into 

14           compliance.

15                  Now, if there's additional funding 

16           available to train teachers or resource those 

17           schools, we're all for it, you know, as long 

18           as those -- our goal -- what I'm here for is 

19           that these students get an education.  You 

20           know, there's so many other advocates who are 

21           working for other things that yeshivas may 

22           need, but we specifically talk about the 

23           education in the certain schools that are not 

24           doing a good job.  


                                                                   633

 1                  And the numbers are astronomical.  And 

 2           it's been an issue that's been neglected for 

 3           decades and therefore now needs extra resolve 

 4           to ensure that it actually happens.

 5                  ASSEMBLYWOMAN PHEFFER-AMATO:  But 

 6           those are your numbers.  So I don't know if 

 7           we -- you know, we'll have to question 

 8           State Ed for the numbers that they're going 

 9           to produce to us to say this is not being 

10           educated, they have {unintelligible}.

11                  But I have to say to you that saying, 

12           you know, on a hearing that people are saying 

13           that, like, politicians are in their pocket 

14           or that things are being done in the middle 

15           of the night, I don't think that's a fair 

16           statement.  I think if we're pushing to 

17           change some of the regulations that we think 

18           maybe aren't fair, that's something I 

19           support.

20                  But as the substantial equivalency is 

21           going through and we're trying to get 

22           regulations, there's a huge group that are 

23           working on that and it has been moving 

24           forward.  So I just don't, like, appreciate 


                                                                   634

 1           that kind of statement as if someone's in 

 2           someone's pocket.  That's not fair.

 3                  MS. WEBER:  I mean, we've seen news 

 4           reports of this.

 5                  CHAIRMAN PRETLOW:  Senate?

 6                  CHAIRWOMAN KRUEGER:  Thank you.

 7                  Beatrice, just to follow up.  Because 

 8           I actually am one of those people who do 

 9           understand that there are a large number of 

10           religious schools in the state and the vast 

11           majority of them do a quality education.  I 

12           actually know that the Catholic school 

13           system, the independent school system has no 

14           objections to our substantial equivalency 

15           because they're very sure that they are 

16           delivering an education that parents are 

17           happy with.

18                  And I have many good Jewish schools, 

19           yeshivas, in New York City also, but we have 

20           a handful of them that clearly are not 

21           providing the education.  

22                  So my question to you is, we have 

23           timelines.  What are the consequences when 

24           they don't meet substantial equivalency by X 


                                                                   635

 1           date?  Are we -- under our rules, are we 

 2           supposed to take their funding away?  Is that 

 3           your understanding?  What are we supposed to 

 4           be doing?

 5                  MS. WEBER:  Well, the first school 

 6           that was supposed to come in compliance was a 

 7           school my son attended.  The case I won on 

 8           October 2022, they were supposed to be 

 9           complying by the end of the last school year.  

10           They are not compliant as far as what I hear 

11           from parents and in addition for what we know 

12           from public information.

13                  All schools across the state are 

14           supposed to be compliant by June of 2025.  So 

15           the deadline's coming up soon.  So what's 

16           concerning for us as advocates is when 

17           parents call us and are telling us, Nothing 

18           has changed, my child still has not had one 

19           science class the entire year, it's the same 

20           as it's always been.  

21                  So it's been concerning because we're 

22           in January already; the deadline is in June.  

23                  The consequences are very simple.  

24           When schools get any benefits such as 


                                                                   636

 1           transportation, security funding, anything, 

 2           it depends on the fact that these schools are 

 3           actually a school and they actually have to 

 4           check off to receive mandated services that 

 5           they're complying with the law.  Which 

 6           includes, you know, the substantial 

 7           equivalency regulations.

 8                  So those types of funding would be 

 9           removed from these schools, which we 

10           absolutely do not want to come to a situation 

11           where that happens.  Our goal is that these 

12           schools step up and do provide the education, 

13           as required by law and as is the right of 

14           these children.

15                  CHAIRWOMAN KRUEGER:  Thank you.

16                  Assembly.  

17                  CHAIRMAN PRETLOW:  I think there are 

18           no other Assemblymembers.  I just have a 

19           quick comment.

20                  Beatrice, I remember your story from 

21           last year.  It's a very compelling story.  

22           And obviously things haven't changed for the 

23           better, because you're here again this year.  

24                  And I think -- I don't know how we get 


                                                                   637

 1           around this issue, because we've tried, the 

 2           Legislature has tried, and for some reason it 

 3           hasn't come to fruition yet.

 4                  But I think we're going to have to 

 5           keep trying because every child in this state 

 6           deserves a quality education, and we're 

 7           paying for it.  And it doesn't make sense for 

 8           us to pay the high amounts that we're paying 

 9           for a substandard education.

10                  Now, it was mentioned earlier that we 

11           should change the way poverty is determined.  

12           What is your suggestion for that? 

13                  MS. MARCOU-O'MALLEY:  Our suggestion? 

14                  CHAIRMAN PRETLOW:  He suggested it, 

15           but you can answer.

16                  (Laughter.)

17                  MS. MARCOU-O'MALLEY:  Well, the 

18           poverty counts of the -- the proposal in the 

19           Governor's budget, going to SIAPE, the Small 

20           Area Income and Poverty Estimates, and 

21           replacing census counts with economically 

22           disadvantaged are two good proposals.  There 

23           are -- but in a vacuum, those cannot happen.  

24                  There's also additional proposals, 


                                                                   638

 1           like doubling economically disadvantaged 

 2           counts for certain school districts, that 

 3           might work better.  Or including students' 

 4           temporary housing, right?

 5                  MR. SMINK:  Yup.

 6                  MS. MARCOU-O'MALLEY:  And there's a 

 7           lot of those that are there.

 8                  MR. SMINK:  Yeah.  We've also talked 

 9           about adding differentiated weights for 

10           concentrations of poverty, so schools or 

11           districts that have large concentrations of 

12           poverty often have, you know, larger 

13           challenges, and so providing more funding -- 

14                  CHAIRMAN PRETLOW:  So when you say a 

15           large percentage of poverty, you're actually 

16           saying that the way poverty is determined 

17           now, which is a percentage of the federal 

18           poverty law, if there's a large percentage 

19           there, that the state should do something to 

20           adjust that to make more people impoverished 

21           or considered impoverished, or less people 

22           considered impoverished, which would mean 

23           they would get less help.

24                  MR. SMINK:  Yes, so our goal is really 


                                                                   639

 1           just again, in districts that have large 

 2           concentrations, right, is providing 

 3           additional funding for those students.  

 4                  So certainly we don't want to see any 

 5           increases in poverty by any stretch.

 6                  MS. MARCOU-O'MALLEY:  So -- if I may, 

 7           so if a school district has 40 percent or 

 8           50 percent of students in poverty, then they 

 9           would get an additional amount of money, 

10           because that's a large concentration of 

11           students in poverty.  

12                  So that's the kind of thing that 

13           actually would drive more resources to 

14           districts that have these large 

15           concentrations, because it does in fact cost 

16           more to educate students and meet all of 

17           their needs.

18                  CHAIRMAN PRETLOW:  Okay.  Then you're 

19           not saying to recalculate poverty, you're 

20           saying to take what's existing as poverty now 

21           and do something else with it.  

22                  MR. SMINK:  Yes.  I believe so, yes.

23                  CHAIRMAN PRETLOW:  Okay.

24                  (Laughter.)


                                                                   640

 1                  CHAIRMAN PRETLOW:  Well, with five 

 2           seconds to go, I want to thank the three of 

 3           you for your testimony.  

 4                  And I will officially end the 2025 

 5           Joint Legislative Budget Hearing for 

 6           Elementary and Secondary Education.  

 7                  Thank you very much.

 8                  CHAIRWOMAN KRUEGER:  Thank you. 

 9                  (Whereupon, the budget hearing 

10           concluded at 7:26 p.m.)

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